Special Programs 

Special Education Programs


Inclusive education, according to its most basic definition, means that students with disabilities are supported in chronologically age-appropriate general education classes at their home schools and receive the specialized instruction defined by their individualized education programs (IEP's) within the context of the core curriculum and general class activities. Inclusion support is offered in designated academic areas.  Inclusion support consists of a special education teacher and/or paraprofessional consulting with the general education teacher to assist in the implementation of individual educational plans and/or modifications within the      general education classroom. Based on the needs of the student, this support may be provided via consultation with the general education teacher, and/ or direct, with the teacher or paraprofessional working directly with the student in the classroom. The amount of time for this service is an ARD Committee decision based on the needs of the student.

Positive Approach to Student Success (PASS)

PASS is an inclusionary Behavioral approach used in the Lamar Consolidated ISD.  The primary function of PASS is to provide behavior education to identified students receiving Special Education Services. The primary setting in which these services are provided is the mainstream classroom. PASS is founded on the belief that youth benefit behaviorally from educational experiences with their appropriately behaved peers and academically from participation in the general curriculum. With the ongoing support      of a PASS specialist (Teacher) and PASS Para-professional, each student in PASS is taught, given opportunities to practice, and implement individualized strategies that   address targeted behaviors of concern.

The program is implemented in 4 phases: Pre-placement; (2) Orientation; (3) Maintenance and Inclusion; and (4) Aftercare.

Structure Integrated Learning Classroom (SILC)

SILC is a program developed to help support students with disabilities, regardless of disability condition(s), who struggle socially in the general education /mainstream environment and need intensive daily or weekly social skills training supported by behavioral/ social skills goals.


Resource is a pullout service delivery model offered in the student's area of disability. Students placed in resource classes are working on specific individualized educational goals and objectives developed by the admission, review, and dismissal (ARD) committee. Most often, students in these classes are unable to successfully participate in general education curriculum at grade level due to severe learning difficulties.  Resource classes allow these students to progress through the curriculum at their own level and pace.

  • Can receive modified curriculum but are responsible for grade level TEKS.
  • Academic performance can also be 2 to 3 years below grade level.
  • Students must have goals and/or objectives for subjects.
  • Direct instruction and/or interventions are provided to the student.

Preschool Program for Children with Disabilities (PPCD)

The PPCD self-contained classroom is a centralized classroom setting for students ages 3-5.  Students enrolled in a PPCD self-contained classroom require specialized teaching strategies, a significantly modified curriculum, and the ongoing development of communication, social, and behavioral skills. The purpose is to provide intensive early intervention for establishing priority behavioral, communication, and self -care (toileting) skills.  The instructional emphasis is on acquisition of behaviors consider most important for future learning (i.e.: imitation, attending, compliance); the development of oral language; establishing age appropriate self-care skills (toilet training); and reduction of interfering behaviors. Each student has an individualized educational program along with other related services as indicated per evaluation.

Learning in Functional Environments (LIFE) Skills

The Lifeskills Program is a centralized classroom setting for students in grades K-12. The LIFE Skills Curriculum is based on general education TEKS, but the student's instruction is based on the prerequisite skills needed to master TEKS for a given grade level. Each academic and functional area of the IEP must be reviewed to determine the necessary supports needed to implement the goals and objectives. Assistive technology should also be considered when addressing the student's response mode and the level of modifications needed.

Social Integration Program SIP

The Social Integration Program (SIP) is a centralized classroom setting for students in grades K-12.  The program is located on several campuses across the district.  Students enrolled in SIP require specialized teaching strategies, a significantly modified curriculum, and the ongoing development of social and behavioral skills. Each student has an individualized educational program along with other related services as indicated per evaluation.  The purpose is to provide continued intensive programming for establishing and extending priority behavioral, communication, self-care, and social skills necessary for meaningful learning in less restrictive settings. At the secondary level, the student's transition plan becomes a focal point promoting opportunities for learning skills needed for success in the community and overall daily living skills. 

Intensive Behavior Class (IBC)

IBC is an education program for students grade K-12 who exhibit extreme emotional/mental illness, categorized by, but not limited to, numerous or lengthy stays in some sort of Psychiatric care facility. Placement is available only after it is demonstrated that all options on the home campus have been tried and have proven to unsuccessful.

Adult Transition Program (ATP)

ATP is program for students 18+ that is geared to work on job training, independent living skills, and health and wellness.


A student served through the special education homebound program at home or hospital bedside must be served by a certified special education teacher.  Over the period of his or her confinement, the student must be provided instruction in all core academic subject area courses in which the student is enrolled. In addition, over the period of confinement, the student should be provided instruction in all other courses the student is enrolled in, if possible.

The student is expected to be confined at home or hospital bedside for a minimum of 4 weeks. The weeks need not be consecutive.  The student is confined at home or hospital bedside for medical reasons only.  The student's medical condition is documented by a physician licensed to practice in the United States.