Specialized Programs for Low Incidence Populations

  • Specialized Programs

    GPISD has six specialized programs that are designed to meet the unique needs of students with disabilities from 3-21 years of age that demonstrate a need for specially designed, individualized instruction to access the general setting and make progress in the general or alternate curriculum.

    Specialized programs are located on age-appropriate campuses throughout the district and offer a smaller student-to-teacher ratio to ensure a healthy and safe environment and to allow for small group and individualized instruction.

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  • Early Childhood Special Education (ECSE)

    The specialized programs that GPISD provides under the umbrella of ECSE are: PPCD and PPICS (detailed below).

    Preschool Program for Children with Disabilities (PPCD)

    The PPCD program is designed for students ages 3-5 and offers a full continuum of services designed to target pre-academic, developmental, functional, adaptive, motor, communication, and social skills.  Students who demonstrate a need for PPCD have mild to severe cognitive and/or developmental delays that may be paired with visual, auditory, orthopedic, and/or speech impairments.  They may also present with medical concerns (i.e. seizures, traumatic brain injury), ranging from less invasive to severe and medically fragile.

    GPISD’s PPCD programs include four specialized classrooms:

    • Blended (3 & 4 years of age) - An inclusive prekindergarten setting that has rigorous, developmentally-appropriate instruction designed to meet the unique needs of diverse students (students with and without disabilities).
    • PPCD SMF (Severe and Medically Fragile, 3-5 years of age) – A classroom designed to address the medical and safety concerns of students who are identified as severe and medically fragile while providing a rigorous environment that helps to address the developmental skills of students.
    • PPCD Self Contained (3 & 4 years of age) - A self-contained special education setting designed to meet the needs of students with disabilities while providing access to the least restrictive setting to the greatest extent possible. 


    Preschool Program For Improving Communication Skills (PPICS)

    PPICS (3-4 years of age) – A language-based program designed to target speech and language deficits.

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  • Daily Living Skills (DLS)

    The DLS program provides services and supports to students grades kindergarten through twelfth grades and designed to serve students with severe cognitive impairments and with significant deficits in adaptive or self-help skills that interfere with activities of daily living.

    Students who demonstrate a need for the DLS program require direct, extensive instruction to acquire, maintain, generalize, and transfer adaptive or functional living skills and need considerable adult supervision and assistance to carry out activities in his/her daily routine (i.e., feeding, toileting, positioning).

    Students in this program typically demonstrate an actual incapacity to perform routine tasks, and many require suctioning, catheterization, or diapering throughout the day.

    The curriculum in the DLS program is an alternate curriculum aligned with grade level Texas Essential Knowledge and Skills (TEKS).

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  • 18+ Transition Program

    A student who qualifies for special education services, has met alternative course and statewide assessment requirements for graduation, is between the ages of 18 and 21, and has been recommended by the ARD committee will be considered for 18+ Transition Services.

    The mission of our 18+ Transition Services is to provide opportunities for adult students who are 18-21 years of age with intellectual or developmental delays to engage in instructional activities to improve their vocational, self-care, and life skills.

    The goal for these students is to gain more independence and employability skills to prepare them for competitive, supported, or integrated employment, and independent, supported, or attendant care living.

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  • Functional Skills (FS)

    The FS program provides services to students kindergarten through twelfth grades and designed to serve students with moderate intellectual disability with concurrent significant academic, social, and functional deficits.

    The curriculum in the FS program offers an alternate curriculum that is aligned with grade level Texas Essential Knowledge and Skills (TEKS).

    The FS program focuses on developing student’s functional, social, and vocational skills, as other skills related to the student's IEP.

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  • Social Emotional Achievement (SEA)

    The SEA program provides services students in kindergarten through twelfth grades and designed to serve students with emotional and behavioral disorders that significantly impact their access to the general education setting and their progress in the general education curriculum.

    This program provides individualized instruction in a highly structured environment, focused on developing appropriate social and behavior management skills that will allow students to learn skills to increase their participation in the general education setting, while exposing students to grade level standards (with accommodations and/or modifications, as determined by the student's ARD committee)

    The 180 program is an extension of the SEA continuum.  Students participation in the 180 program is determined by his or her ARD committee.

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  • Children with Autism and Related Exceptionalities (CARE)

    The CARE program serves students in kindergarten through twelfth grades with an Autism Spectrum Disorder or a related exceptionality who have communication, sensory, and social differences that significantly impact their educational progression.

    Program components include but are not limited to (as determined by ARDC):

    • Highly structured, individualized programming,
    • Intensive communication and language training,
    • Social skills training,
    • Utilization of natural/inclusive environments for instruction,
    • Educationally-based sensory activities.

    To address the diverse needs of students on the autism spectrum, various levels of support are offered.

    Daily Skills (DS) - CARE DS is designed to serve students who are moderately to severely impacted by autism or a related exceptionality with comorbid moderate to severe cognitive impairments and/or global developmental delays.  This level of CARE provides a highly structured instructional setting focused on functional communication, self-care, preacademic, and prevocational skills to promote independence with daily living skills and academic readiness. The curriculum in the CARE DS program is an alternate curriculum aligned with grade level Texas Essential Knowledge and Skills (TEKS).

    CARE: Life Skills (LS) - CARE LS is designed to serve students who are moderately impacted by autism or a related exceptionality with comorbid moderate cognitive impairments and/or global developmental delays.  This level of CARE provides a highly structured instructional setting focused on functional communication, social skills, functional academics, and prevocational skills to promote independence with functional living skills and academics. The curriculum in the CARE LS program is an alternate curriculum aligned with grade level Texas Essential Knowledge and Skills (TEKS).

    CARE: Specialized Supports (SS) - CARE SS is designed to serve students who are impacted by autism or a related exceptionality.  Students who demonstrate a need for CARE SS have social, sensory, functional, and/or behavioral needs that prevent them from accessing and making meaningful progress in a general education setting.  This level of CARE provides a full continuum of supports, ranging from self-contained to limited support in the inclusive setting.  The focus of CARE SS is to provide more intensive social and behavioral support while in the student's least restrictive setting (LRE), while delivering grade level instruction based on the Texas Essential Knowledge and Skills (TEKS) (with or without accommodations and/or modifications, as determined by the ARDC).

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  • Instructional components vary by program; however, each program may   include but are not limited to the following elements:  Individualized Academic Instruction, Functional Academics (i.e. time, money, navigating the environment); Augmentative or Alternative Communication; Positive Behavioral Programming; Emotional Regulation Skills; Coping Skills; Self Help/Personal Care; Adaptive/Functional Skills that promote independence; Leisure/Play Skills; Independent/Self-management Skills; Social Skills; Community-Based Instruction (available for middle school and high school students to prepare them for transition from school to post-secondary opportunities and living); Vocational Training/Preparation for post-secondary transition. 

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