• Programs and Services

  • Plano ISD advocates for all students with disabilities to receive instruction to the maximum extent appropriate with their non-disabled peers. A continuum of services is provided to students ages three through 21 through a close collaboration between the campus level and the district level on overall programming and on individual students needs. For students with visual and auditory impairments, services may begin at birth.

    Plano ISD provides specially designed instruction for students with disabilities in a variety of settings or combinations of settings which may include but are not limited to instructional, behavioral and related services. 

    For more information about your student's individualized needs please contact your neighborhood campus. To find your neighborhood campus, please use PISD School Finder.

  • Student and teacher working with an electronic device.

  • The following list includes examples of services provided to children who meet eligibility through an ARD committee decision:

  • Adapted Physical Education

    Adapted physical education is an instructional service provided to students who are eligible for special education services and who demonstrate a need for modified or accommodated physical education services. Adapted PE is an individualized program of developmental activities, exercises, games and rhythms and sport that are aligned with the TEKS. The TEKS are modified or accommodated to meet the unique physical needs of the individual with a disability.
    Adapted PE is an active program of physical activity rather than a sedentary alternative program. The goal of adapted physical education is similar to the goal of physical education in general; i.e., to enhance the movement capabilities of students. Content of instruction typically includes activities necessary for lifetime leisure, recreation, and sport experiences to enhance physical fitness and wellness.

  • Assistive Technology

    An assistive technology device is defined as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability."

    The definition of an assistive technology device is very broad and gives IEP teams the flexibility that they need to make decisions about appropriate assistive technology devices for individual students. Assistive technology includes technology solutions that are generally considered instructional technology tools, if they have been identified as educationally necessary and documented in the student’s IEP.

    An assistive technology evaluation looks at the student’s needs and areas of strength in determining if such assistive technology is needed in order to educate the student in his/her least restrictive environment. The assessment may include one or more of the following areas: communication, computer access, written communication, and/or software to support IEP instructional goals.

  • Audiology

    PISD audiologists assist in program placement and recommendations for hearing impaired students as a member of the educational team. The audiologist serves students with hearing impairments by performing hearing tests and other assessments. They provide technical support for students in Special Education who use assistive listening technology.

    For more information visit: ASHA

  • Birth to 3 years

    Children who are 0 to 3 years old who have a Visual Impairment (VI), an Auditory Impairment (AI), and/or Deafblindness (DB) may be served by Plano ISD.  After obtaining medical documentation of a hearing or vision loss, the Early Childhood Intervention (ECI) Program will obtain consent from the parent and then make an initial referral to Plano ISD.  The vision and/or deaf education program will work with the ECI program to schedule a home visit to determine if a formal evaluation is recommended.

    A Plano ISD evaluation specialist will gather information to determine if a formal evaluation is needed and then obtain consent for an evaluation, as the child must meet IDEA requirements for VI/AI/or DB eligibility.  Once the eligibility is established, Plano ISD will provide services to the child as designed by the Individual Family Service Plan (IFSP) team.   

    For more information visit: Early Childhood Intervention (ECI) 

  • Counseling Services

    Special Education Counseling is a team that provides the related service of counseling for students receiving special education services. As with all related services, counseling through special education is required only when an ARD committee determines that it is necessary in order for a student to benefit educationally.

    As with all related services, the decision for eligibility is based on assessment data that is current and thorough. An assessment for Special Education Counseling answers these key questions:
    • What educational objectives will be supported by counseling?
    • Why is the provision of this service necessary for the student to benefit educationally?

  • In-Home and Community-Based Training & Parent/Family Training

    Parent/Family Training is a related service designed to assist parents of students who are receiving special education services understand the unique learning styles and needs of their children and implement strategies to assist the family.
    In-Home and Community-Based Training is a related service primarily intended to promote generalization of desired IEP skills and behaviors from school to the home and/or community setting.
    The need for the related services of In-Home and Community-Based and Parent training is determined on an individual basis. Each service is recommended to the ARD committee after an evaluation determines that the service is educationally necessary; i.e., when it is required to assist a student with a disability to benefit from special education.

  • Music Therapy

    The need for the related service of music therapy is determined on an individual basis. The service is recommended to the ARD committee only when the assessment shows that music therapy is educationally necessary; i.e., when it is required to assist a student with a disability to benefit from special education.
    For more information visit: Music Therapy

  • Occupational Therapy

    Occupational therapy is a "..supportive service required to assist a child with a disability to benefit from special education..." Students who receive occupational therapy services in the school setting have been determined to need occupational therapy in order to benefit educationally.

    Occupational therapy combines the art and science of providing and directing activities that serve to restore and enhance performance of skills needed for functional daily living. The occupational therapist uses a variety of activities and adaptions in the areas of self-care, work and play to increase functional independence, enhance development, and prevent disability. The task or the environment may be adapted to promote maximum independence and improve quality of life.

    One of a child’s roles is to be successful both academically and socially in school. Some children require a modified curriculum and/or additional assistance to achieve mastery in these areas. Through the use of adaptation, teaching, therapeutic intervention and play, an occupational therapist may support a child in reaching curriculum goals.
    For more information visit: Occupational Therapy 

  • Physical Therapy

    Physical therapy is a "…supportive service required to assist a student with a disability to benefit from special education..."(IDEA, 2004). Students who receive physical therapy services in the school setting have been determined to need physical therapy to benefit educationally.
    Under the Individuals with Disabilities Act (IDEA) physical therapy is considered a related service which is a service that is necessary for a student to make progress on educational goals. If the student is unable to make progress on specific motor skills, self-help skills, positioning, mobility or environmental access, a referral for an evaluation by a physical therapist may be made. The ARD committee relies on the physical therapy evaluation for information that is necessary to determine a student's needs for physical therapy in the school setting. School based therapy is intended to meet the needs of the student to promote success in the school setting.
    The physical therapist uses a variety of activities and adaptations in the areas of self-care, mobility and play to increase functional independence, enhance development and prevent disability. The task or the environment may be adapted to promote maximum independence and improve quality. All team members support the attainment of the student’s educational goals. Therefore, therapy and other related services integrate services into the classroom to support educational goals rather than the focus of separate therapy goals.
    For more information visit: Physical Therapy  

  • Early Childhood Special Education (ECSE)

    Plano Independent School District offers services for preschoolers with disabilities ages three through five. Some children with specific disabilities such as deaf -blindness are served from birth.
    The Preschool Program for Children with Disabilities (PPCD) provides educational and support services for children ages three to five with identified delays in one or more of the five developmental areas. These developmental areas are: motor, social/emotional, self-help, communication, and pre-academic. Students are eligible for services on their third birthday, regardless of when the birthday falls within the school year.
    Special education services through PPCD are offered at no cost to parents.

  • Private or Homeschool Services

    If your child has special education eligibility, Plano ISD creates a private school plan at the beginning of each school year, which outlines any services that may be offered to private and homeschool students. The services are provided through the development of an Individual Service Plan (ISP). 
    For further information: if homeschooled, please contact your neighborhood school and if attending a non-profit private school within the Plano ISD boundaries, contact 469-752-8783.  

  • Services for student who are Deaf or Hard of Hearing

    Our mission is to serve students who are Deaf or Hard of Hearing by providing educational challenges and opportunities which empower them to become productive and independent individuals.
    The Plano Regional Day School Program for the Deaf may provide specialized services to eligible students (birth – 21) who are Deaf or Hard of Hearing and reside within one of our member districts.
    The district of residence has the option to refer their eligible students to Plano RDSPD for services. Our member districts include: Allen ISD, Blue Ridge ISD, Celina ISD, Community ISD, Coppell ISD, Farmersville ISD, Frisco ISD, Lovejoy ISD, McKinney ISD, Plano ISD, Princeton ISD, Prosper ISD, Richardson ISD, and Wylie ISD.

    Since deafness is such a low incidence population, the state set up Regional Day School Programs for the Deaf so that local districts shall have access to services. Any student deafness which severely impairs processing linguistic information through hearing, even with recommended amplification, and which adversely affects educational performance shall be eligible for consideration for the Regional Day School Program for the Deaf, subject to the admission, review, and dismissal (ARD) committee recommendations.

    For more information visit: Regional Day School Program for the Deaf

  • Specially Designed Instruction

    Specially designed instruction is the instruction provided to a student with a disability who has an IEP in order to help him/her master IEP goals/objectives. Specially designed instruction is not a part of the Response to Intervention (RtI) or Section 504 of the American’s with Disabilities Act processes, but is specific to a student who qualifies for special education services in order to help him/her master IEP goals/objectives and ensure access to and progress in the general curriculum.
    Specially designed instruction goes beyond differentiated instruction and addresses the unique needs that exist because of a student’s disability. Specially designed instruction should be implemented in addition to, not in place of, differentiated instruction. While differentiated instruction offers all students the opportunity to experience a rich learning environment and to have multiple viewpoints, being an effective teacher only meets a portion of the needs that students with learning disabilities may have. The differentiation of instruction may assist in meeting legal mandates, but it is not a one size fits all approach for students with learning disabilities and must be customized even further to meet the requirements of IDEA 2004.
    For more information visit: Specially Designed Instruction  

  • Speech Services

    A Speech-Language Pathologist is a licensed, certified health professional who: evaluates, plans intervention programs and provides remediation through therapy for communication disorders.

    On campus, the role is defined as the communication specialist providing services that include: collaboration with parents, teachers and other professionals, comprehensive evaluation and report writing, case management, and intervention and remediation of communication disorders for identified students.

    For additional information visit: Speech Services

  • Transition Services

    Transition Services under IDEA is a coordinated set of activities designed as a results oriented process that promotes movement from school to post-school activities, including
    • post-secondary education
    • vocational training
    • integrated employment (including supported employment)
    • continuing and adult education
    • adult services
    • independent living, or
    • community participation
    The coordinated set of activities must be based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests and includes instruction, related services, community experiences, development of employment and other post-school adult living objectives, and (if appropriate) acquisition of daily living skills and provision of a functional vocational evaluation. 
    In the state of Texas, individual transition planning must begin on or before the student’s 14th birthday and is updated annually through an admission, review, and dismissal (ARD) committee meeting.

    For more information visit: Transition Services

  • Transportation

    Transportation for Special Education is a related service that provides eligible students with disabilities access to their academic programs and services. In order to receive transportation as a related service, the ARD/IEP committee shall document eligibility and need. Eligibility for special transportation must be re-established at every annual ARD and each time a student changes residence or campus.  
    For more information visit: Transportation Guidelines

  • Vision Services

    Visually Impaired students with teachers at White Cane Day in Dallas.

    Vision Services are provided to students who have a “serious vision loss after correction” and/or are “legally blind” as documented by a licensed eye specialist, have been assessed by a Certified Teacher of the Visually Impaired and Orientation and Mobility Specialist, and found to have a serious vision loss which adversely affects their academic performance. A student who is deemed eligible as a student with a visual impairment (VI) by the ARD/IEP committee will receive services from a Teacher of the Visually Impaired and/or an Orientation and Mobility specialist.

    These services could include specially designed instruction, accommodations, modifications, direct instruction in one or more areas of the Expanded Core Curriculum to aide in accessing the curriculum, and technology supports including the use of Braille and magnification. The Vision Teacher travels to the student's assigned school or education setting to provide consultative services to the classroom teacher and/or student as well as direct instruction. These services may include pull-out instruction, collaboration, consult, or in-class support based on student needs. The ARD/IEP committee determines the type and amount of services needed based on the findings of the Functional Vision and Learning Media Assessment and the student’s strengths/weaknesses in the areas of the Expanded Core Curriculum.

    Evaluation information and recommendations from the Orientation and Mobility Specialist will also be considered by the ARD/IEP committee. An Orientation and Mobility specialist is a human services professional who specializes in helping the visually impaired acclimate to their physical environment. Training in O&M may be provided if a student qualifies for VI eligibility and is deemed eligible for services by the ARD/IEP committee based upon the Orientation and Mobility evaluation and the student’s strengths/weaknesses in the areas of the Expanded Core Curriculum.

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