Special Programs

Special Education Vision

Creating Independent Learners

Special Education Mission Statement

To provide specially designed instruction within the Lamar CISD learning community by supporting rigorous instruction that inspires innovative thinking, promoting student success through data driven decisions, ensuring access to general education curriculum through all modes of communication, and developing independence for post-secondary success.

Special Education

Special Education is specially designed instruction, offered to students with a disability at no cost to parents, to meet a student’s unique needs.  Special Education serves students with a disability under the Individuals with Disabilities Education Act (IDEA).  A child between the ages of 3-21 with a disability including an:

  • intellectual disability    
  • visual impairment        
  • speech/language impairment
  • emotional disturbance  
  • autism 
  • hearing impairment      
  • specific learning disability
  • multiple disabilities
  • other health impairment
  • traumatic brain injury
  • orthopedic impairment
  • deaf-blind
  • Non-Categorical Early Childhood

who, as a result, requires specially designed instruction to benefit from the general education curriculum.

Section 504

Section 504 of the Rehabilitation Act is a federal civil rights law that protects individuals with disabilities of all ages, including school age children, individuals regarded as disabled or with a history of a disability from discrimination in programs and activities that receive federal funds.  (Students with disabilities under IDEA are automatically protected against discrimination under Section 504).

Response to Intervention

In response to research which found that many children were improperly identified as learning disabled because they were never properly taught to read, IDEA 2004 incorporated RTI into the law:

  • To serve as an assessment tool in place of the discrepancy model to identify learning disabilities; and
  • To rule out the lack of appropriate instruction in reading or math as the determinant basis for the student's difficulties.

Response to Intervention (RTI) is a multi-tiered, general education initiative for struggling learners. It provides individualized, systematic, researched based intervention that are monitored, analyzed and modified, as needed, to address the lack of adequate progress.


A student with dyslexia may display the ability to learn in the absence of print and receives the same classroom instruction that benefits most children; however, the student continues to struggle with some or all of the many facets of reading and spelling.

The Texas Education Code (TEC) 38.003 defines dyslexia in the following way:

  1. "Dyslexia" means a disorder of constitutional origin manifested by a difficulty in learning to read, write or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.
  2. "Related disorders" include disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysgraphia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.


What Educators and Parents Need to Know About Special Education Law by Karen Norlander, ESQ

The Dyslexia Handbook, Revised 2014 by Texas Education Agency

Special Education Director

Tiffany Mathis

Contact Information
Phone: 832-223-0468