Department of Special Education
Office (210) 622-4355 Fax (210) 622-4356
Interim Executive Director Dr. Albrey Hogan
Secretary Veronica Campos
Coordinators D'Lynn Erwin Kellie Gaylor Joseph Gonzalez
Specialists Douglas Heyde Frank Hogan
Social Worker/Parent Liason Sandra Iracheta-Cruz
Clerks Monica Dimas, Cathy Ferrell Pamela Ripps
District-Wide Employees Licensed Specialist in School Psychology
Life Skills is a specialized instruction setting for students in special education. This instructional setting is intended for students who have a moderate to severe cognitive disability, need functional academics, and daily living skills to promote independence. Students’ access grade level TEKS at the prerequisite skill level and need intensive individualized instruction in a variety of instructional settings with substantial modifications for Life Skills
SWISD uses the Inclusion model to facilitate the delivery of Specially Designed Instruction (SDI) for some students who qualify for special education. In an Inclusion classroom, two certified teachers collaborate in the planning, delivery, and monitoring of services to help students make progress in identified areas of need as outlined in each student’s Individual Education Program (IEP).
Early Childhood Special Education (ECSE) is any special education service for children between the ages of 3-5 which begin as early as the child's 3rd birthday. ECSE services are provided through a continuum of service options that may include "drop-in" speech therapy, in-class support, or specialized instruction as decided by the child's ARD Committee.
The Behavior Management Classroom (BMC) program specialize in supporting the individual educational needs of each student through behavioral and academic foundations. Our primary objective is to provide an environment that contributes to the acquisition of academic and pro-social behavior skills that generalize throughout all aspects of a student's life.
Speech-Language & Assistive Technology Programs
School-based speech therapy is an instructional or related service that supports the educational program for students who have a disorder in communication in one or more of the following areas: articulation, language, voice, or fluency (stuttering). School based Assistive Technology (AT) service is any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device. Assistive Technology support becomes a related service when a student requires a specific tool to access curriculum, compensate for their disability, and/or provide independence in various settings.
Visually Impaired (VI) and Orientation and Mobility (O&M)
Teacher’s of the Visually Impaired along with Orientation and Mobility Specialists work together to meet the instructional and daily living skills of students with a visual impairment. The SWISD Special Education Department works collaboratively with campuses and our related services specialists to ensure that each student has access to the curriculum by providing such things as instruction in braille, social emotional support, daily living and independence skills as well as career and technology planning.
Rose Aguirre, O&M Specialist
Southwest Employment & Transition (SET)
The Southwest Employment & Transition program (SET) is designed to help students acquire a specific set of skills in alignment with their post-secondary goals. Students receiving special education services have the opportunity to experience, perform, and develop meaningful vocational skills in a "real-life" campus/community environment used as teaching tools. The SET program is directly related to the preparation of the student for paid or unpaid employment or placement in a work/day program setting.
Occupational & Physical Terapy (OT/PT)
Special Education PT and OT services are a related or support service to the students’ instructional program. OT/PT services support the IEP through integration of direct and indirect student interventions as well as collaboration/consultation with the educational team to provide students with access and participation in their school day.
Tiffany Lachenauer, Physical Therapist
Deaf & Hard of Hearing
Adapted Physical Education
Special Education Adapted P.E. individualizes physical education interventions and supports in order to maximize student participation and success in physical education and lifetime leisure activities.
Education Professional Information
Referral to Special Education The Student Data Review Guide When Considering a Referral to Special Education is designed to support school teams in reviewing and analyzing student data and information to make informed decisions regarding referrals for special education. This guide will help teams consider multiple areas that may impact the decision to proceed with a referral.
Special Education Initial Referral Timeline The Special Education Initial Referral Timeline provides an overview of the timeline and legal requirements for a referral for an initial special education evaluation from the point of campus or parent request for a referral for an initial evaluation to the initial ARD committee meeting where eligibility is determined, and may be another helpful resource for ensuring timelines and legal requirements are implemented.
Special Education Full and Individual Initial Evaluation (FIIE) Timeline. The Special Education Full and Individual Initial Evaluation (FIIE) Timeline provides an overview of the various timelines for an initial evaluation and ARD committee meetings where eligibility is determined based upon when the school district received written consent for an FIIE.
IEP Implementation and Progress Monitoring: Administrative Considerations. All special education services must be documented in a student’s individual education program (IEP). Special education services must be delivered by a certified special education professional or can be delivered in a consultative manner under the supervision of a certified special education professional. The delivery of special education services must be documented and must match the frequency, duration, and location specified in the student’s IEP.
Individualized Education Program (IEP) Annual Goal Development: Question and Answer. The Individuals with Disabilities Education Act (IDEA) 2004 requires that all students who receive special education services have measurable annual goal(s) included in their Individualized Education Programs (IEPs).
Administrative Considerations about IEP implementation and Progress Monitoring. All special education services must be documented in a student’s individual education program (IEP). Special education services must be delivered by a certified special education professional or can be delivered in a consultative manner under the supervision of a certified special education professional. The delivery of special education services must be documented and must match the frequency, duration, and location specified in the student’s IEP.
Least Restrictive Environment. Placement is NOT: Based on category or severity of a disability, Based on types of supports needed or configuration of the delivery system, Based on the availability of educational or related services, Based on the availability of space or administrative convenience, Based on what the parent wants or what a school professional wants without consideration to the student’s needs based on his/her determined specially designed instruction (SDI), Guiding the development of the IEP goals and objectives, Based on needed modifications that cannot be provided in the general education setting.
Online modules for IEP Goal Development. This is a free online course open to all educators. It focuses on developing a standards-based individualized education program (IEP). Although all parts of the IEP will be addressed, the focus is on using the present levels of academic achievement and functional performance (PLAAFP) to create enrolled grade level, measurable annual academic goals.
Statewide Child Find, Evaluation, and ARD Supports Virtual Workshops. We are excited to offer FREE virtual workshops on a variety of pertinent topics related to child find, evaluation, and ARD supports. Certificates of attendance will only be provided to participants who attend and participate in the live virtual workshop. Certificates of attendance will not be provided for viewing of any recordings.
Upcoming LIVE Webinars. Click on this link to see a list of free webinars
Admission, Review and Dismissal Process (ARD) Resources
Aiding students who have learning difficulties or who need Special Education or Section 504 services
It is the policy of the Southwest Independent School District not to discriminate on the basis of age, race, color, national origin, gender or handicap in its programs, services or activities as required by law, including Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation act of 1973, as amended.
Es norma de Southwest Independent School District no discriminar por motivos de edad, raza, color, origen nacional, sexo o impedimento, en sus programas, servicios o actividades, como se requieren por la ley, incluyendo el Titulo VI de la Ley de Derechos Civiles de 1964, según enmienda; el Titulo IX de las Enmiendas en las Educación de 1972 y la Sección 504 de la Ley de Rehabilitación de 1973 según enmienda.