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Special Education Department Services

Students who cannot attend school for a minimum of four consecutive weeks, according to a licensed physician's orders, are served at home or beside by a homebound teacher. The student, who was in regular education placement prior to his/her temporary disability, is served by a GEH (General Education Homebound) teacher. Special education students who are also pregnant, will receive homebound services from both special education and the PRS teacher.
Instructional Services/Arrangements
Picture by: Karen Cuellar, teacher of the Visually Impaired
Kateleen is a 21-month-old blind girl. This is her first experience with an animal. Pictured with her is Betsy Harris Orientation & Mobility Specialist and her therapy dog. At first meeting Kateleen barely reacted to the dog's presence. After about 10 minutes she was touching her nose, feeling her ears, and even feeding her cheerios! This was a wonderful experience for all involved.
The continuum of instructional settings begins in full time general education classroom. It moves as follows: general/mainstream class with special education co teaching or support in general class; itinerant teacher instruction/consult; resource class/content mastery; self-contained class with integration in selected areas; self-contained class; separate campus; homebound instruction (for eligible students); VAC; hospital class; non-public day school.
Regional Day School Program for the Deaf
Preschool Inclusion Grant Program
The Preschool Inclusion Program, piloted in 2004-2005 school year, is established in a community-based day care unit located within the district. This inclusion program for 3 and 4 year old students with disabilities, is funded with federal preschool funds and grants from Region XX.
Community Based Instruction
The SWISD special Education Department is committed to totally complying with the U.S. Departments of Labor and Education in accordance with the Individuals with Disabilities Education Act (IDEA), as we educate youth with disabilities. Our CBVI program must function under conditions that will not jeopardize the protections afforded by the Fair Labor Standards Act and OSHA. These laws are to ensure appropriate program providing rehabilitation services to individuals with disabilities.
The purpose of CBI is to help students with disabilities acquire skills necessary to adequately and appropriately participate in home, community, and work activities. Our primary focus is on developing the student's personal management and vocation skills. It does not replace basic skills, but enriches and reinforces them by providing hands-on-learning activities at each age level. It is a highly individualized approach that differs from student to student. The district's vision is that each student with disabilities functions as independently as possible after completion of high school.
Extended year services are individualized instructional programs beyond the regular school year for students who are enrolled in SWISD special education program. The need for EYS must be determined on an individual student basis by the ARD/IEP committee. The need for EYS must be formally documented from formal and informal evaluations provided by the district. The documentation shall demonstrate that in one or more critical areas addressed in the current IEP objectives, the student has exhibited or reasonably may be expected to exhibit, severe or substantial regression that cannot be recouped within a reasonable time period. Severe and substantial regression means that the student has been, or will be, unable to maintain one or more acquired skills because of the absence of EYS.
For function information please see Special education handbook for definition of critical skill or reasonable time period. The provisions of EYS is limited to the educational needs of the student and shall not supplant or limit the responsibility of other public agencies.
Related Services
Speech and Language therapy is the identification and instruction of children with speech and or language disorders. The program is designed to provide speech and language services to students ages 3 to 22 who meet specific eligibility criteria.
an eligible student is one who has been determined through assessment to have a communication disorder in one or more of the following areas: language, articulation, fluency and voice disorders.
Participation and frequency of service is determined by the ARD/IEP committee.
Some speech impaired students receive their speech therapy from a licensed assistant speech/language pathologist under the supervision of a lead master-level speech therapist. For further information please contact your campus speech therapist.
Social Worker
The Special Education social worker/parent liaison is a federally funded position whose job description is clearly defined. The parent liaison role is supplementary and not intended to replace campus social workers, counselors, interpreters or health worker responsibilities. this role is instrumental in special education parent communication and training. The role also furthers the mission of the department to ensure that all our students with disabilities learn and apply the knowledge and behaviors necessary to excel in the community.
For information and forms for referral to social worker, please consult the Special Education handbook for the current year, under Related Services Section.
Counseling Physical therapy Technology Assistance
Occupational Therapy Social work  
Parent Training Transportation  

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