Special Programs Homepage

DISD offers 18+ services in three program models to meet student’s individualized post-secondary needs:

• Altered Care & Training (ACT) Program is a campus based model to support students with significant support needs to transition to agency based adult living supports. 
• Transition Center Program focuses on instruction completely in the community as directed by the student’s adult schedule, postsecondary goals,vocational training, sustainability, and transition based IEP goals.
• Project Search Program focuses on one year of instruction completely in a vocational internship setting as directed by the student’s postsecondary goals, sustainability, and transition based IEP goals.

Related Services necessary to enable students to benefit from their educational programs include, but are not limited to:

• Counseling
• Psychological Services
• Transportation
• Occupational Therapy
• Physical Therapy
• Adaptive Equipment
• Orientation & Mobility Services

The following descriptions explain the programmatic services in DISD which may be considered for students with disabilities:

• Early Childhood Special Education (ECSE)
  Early Childhood Special Education (ECSE) programs provide special education and related services for eligible children with disabilities ages 3-5.  Eligible children may receive ECSE services in a variety of settings such as pre-kindergarten and self-contained classrooms.
• Life Skills Services
  Students in Life Skills setting receive modified academic instruction in a structured, consistent, small group setting, accessing the TEKS through pre-requisite skills. The Life Skills curriculum encompasses functional and academic skills for communication, social, vocational and independent living skills to support post-secondary school goals.

Danbury Independent School District provides a continuum of special education services and placement options for students with disabilities in order to meet their individual needs, including services such as in-class support, related services, programmatic support, and home instruction and instruction in hospitals and institutions.  

The following are instructional arrangements which might be considered for students with disabilities:

• Mainstream is an arrangement for providing special education services in the general education setting including in-class support such as Consult, Support Facilitation, or Co-Teach, accommodations and/or modifications.
  • Consultation Services are  indirect services that may involve teaching, consulting with  staff, and/or directly supervising other personnel so that they can carry out appropriate services defined in the IEP.
  • Support Facilitation services are provided by a paraprofessional or special education teacher as defined by the IEP.
  • Co-Teach Services are provided by a special education teacher as defined in the IEP.
• Speech Therapy is an arrangement for providing speech therapy services.
• Resource is an arrangement for providing special education instruction and related services in a setting other than the general education classroom.
• Self-contained, mild/moderate/severe, regular campus is an arrangement for services for 50% or more of the school day.
• Homebound is an arrangement for providing special education instruction to eligible students who are medically unable to attend.