• Instructional settings, services, and programs


    • FUNCTIONAL ACADEMICS classes emphasize academic instruction, communication, social/emotional development, recreational, vocational, and independent living skills within a small supportive environment using an alternative curriculum and or modified TEKS.




    ECSE (Early Childhood Special Education) model: This classroom serves 3 – 5-year-olds who have difficulty with large numbers due to issues such as overstimulation. The classroom emphasis is in supporting students develop forms of communication as well as develop competencies in the areas of social, self-help, cognitive, school readiness, and language.   The students tend to be more involved physically, cognitively, and socially. Classroom ratio 3: 12. One teacher and one educational paraprofessional work in these classrooms.


    • HIPPOS HAND IN HAND (HHIH):  The HHIH program was created to provide age-appropriate learning experiences to preschool-age children by creating an onsite childcare for district employees in an inclusive, developmentally appropriate environment in which all children experience success. This classroom serves 3 – 5-year-olds in an inclusive pre-school classroom. HHIH classrooms have a maximum of 7 typically developing 3 & 5-year-olds who are children of HISD employees along with 8 children who meet IDEA criteria for Special Education services. Employee’s children pay monthly tuition. Children enrolled in HHIH will take part in ECSE classroom activities from 7:40 a.m.-3:00 p.m. when ECSE students are dismissed. For the remainder of the day, child care is provided for children of HISD employees enrolled in the program.
    • INCLUSION for students needing support to be successful in the general education classroom. Support may include modifications of instruction or testing; adaptation of materials, equipment, or assignments; and collaborative teaching situations. (All campuses)
    • H.I.P.P.O.S Connect serves those students receiving special education services that have met their academic requirements but still need to develop transition skills. The skills that are developed include money management, social-emotional, employability, self-determination, time management, and independent living.
    • RESOURCE INSTRUCTION  is for students needing academic and behavioral supports in a smaller setting with specialized instruction.
    • BEHAVIORAL AND SOCIAL EDUCATION (BASE) is for students needing more intensive academic, social, emotional, communication, and behavioral supports with specialized instruction throughout the school day.


    Instructional Services


    • HOSPITAL/HOMEBOUND teacher for students who are to be out of school due to an accident or illness for a specified period of time.
    • ITINERANT SERVICES for students who need instruction in special areas such as vision and auditory instruction. (All campuses)
    • SPEECH THERAPY is an instructional service for students who are experiencing difficulty communicating in the educational environment. These students have an identified disability in articulation, language, voice and/or fluency. (All campuses)



    Occupational Therapy - services provided by a qualified/licensed Occupational Therapist;

    Physical Therapy- services provided by a qualified/licensed Physical Therapist;

    • The role of Occupational and/ or Physical therapy is to facilitate a student's functioning in the school setting.
    • The goal of educationally relevant therapy is to minimize the effects of the student's disability on his or her ability to
    • participate in the educational process.