The Special Programs Department offers numerous supports, services and programs to serve students with disabilities.
In Class Support
In class support is offered in designated academic areas and consists of a special education teacher/paraprofessional implementing individual educational plans and/or modifications within the general education classroom alongside the general education teacher. Based on the needs of the student, this support may be directly with the student, or indirect through consultation with the general education teacher.
Dyslexia intervention is offered to students identified with dyslexia, either through special education or through Section 504 of the Rehabilitation Act of 1973. Instruction at the elementary and middle school level is provided through pull-out into a small group setting. Instruction at the junior high and high school may replace the regular reading class or be in addition to a regular reading class if taken as an elective.
The Dyslexia Program uses individualized, intensive, multisensory methods that contain reading, writing and spelling components.
Behavior Support Intervention (BSI)
Behavior Support and Intervention (BSI) is a special education service in which students receive intervention for behaviors that are disruptive to the learning environment, through proactive strategies that have been tailored to fit each individual student's needs.
Students may qualify for the BSI program if their disability results in significant behavior that meets one or more of the following criteria:
- The behavior is consistent and persistent across all settings and times of the day.
- The behavior significantly impedes the learning environment.
- The behavior is dangerous to themselves or others.
The BSI program incorporates a proactive approach to orient or reorient the student, often in a separate special education setting/classroom, for short periods of time to target specific skills including but not limited to social skills, problem-solving, executive functioning, conflict resolution, and self-regulation.
Preschool Program for Children with Disabilities (PPCD)
Preschool Programs for Students with Disabilities (PPCD) classes serve students ages 3 and 4 who have been evaluated and identified with significant cognitive, academic and or behavioral needs. PPCD classes are offered for a half-day for 3 year olds and a full day for 4 year olds (unless the ARD/IEP committee determines otherwise), which is commensurate with non-disabled peers. PPCD classes are designed to help students develop communication, social, pre-academic, self-help and fine/gross motor skills. Student-to-staff ratios in these classes are generally small and relate directly to the needs of the students.
Pearland's Essential and Academic Readiness Skills (PEARS) program provides support for students who require direct, explicit instruction on an alternative curriculum and typically have delays in social, communication, academic, independent functioning, and/or self-help skills. The amount of support is determined by the ARD/IEP committee when looking at the student's least restrictive environment. Student-to-staff ratios in these classes are generally smaller and relate directly to the needs of the individual students.
Resource is a pull-out service offered in the student’s area of disability. Students requiring this level of support often demonstrate difficulty making progress in the general education grade level curriculum even with accommodations, modifications, and supplementary aids and supports. Resource is generally a smaller classroom setting that allows students to progress through the curriculum at their own level and pace.
The Homebound Program serves students who have a chronic or acute medical condition that prohibits school attendance. The period of confinement is a minimum of four consecutive weeks, as documented by a U.S. licensed physician.