The Adaptive Behavior and Communication programs are designed to meet the needs of students diagnosed with autism spectrum disorders, TBI, or other neurological impairments whose behavior consistently interferes with their educational performance. The focus is on the development of age-appropriate social skills, coping, and communication skills, and academics. The goal of the program is the successful return to the general education classroom to the greatest extent possible.

The traditional resource classroom is for special education students who are struggling substantially more than struggling grade-level peers and are functioning significantly below grade level. The special education teacher provides direct, simplified/modified grade-level instruction in the core academic areas. The special education teacher is responsible for planning instruction according to the student's IEP.

Every child is unique and the impact of dyslexia can vary from person to person. We provide students with the tools they need to succeed by:

• working together with families, teachers and educators to tailor individual dyslexia services
• having a Certified Academic Language Therapist (CALT) or therapist-in-training on every campus K-12
• promoting self-advocacy and providing scientifically proven evidence-based intervention 

Our goal is for every student with dyslexia to thrive academically through individual intervention, support and learning environments.

Emergent Bilingual Intervention

Garland ISD currently services over 20,000 Emergent Bilinguals making up 40% of our student population.  These students represent over 70 languages spoken with the most common being Spanish, Vietnamese, Amharic, Arabic and Malayalam. 

Our department goal is to support the district’s mission, vision, and values to ensure the success of our multilingual learners.   Every action we take is designed to create equitable opportunities for students to master content and language. 

Math & Reading Intervention

MTSS includes support for the whole child and takes into account academics, behavior and social support.  Using the MTSS framework maximizes instruction for all students by engaging in a continuous process of problem-solving based on data.  

• Tier 2 provides “targeted” interventions to some students, usually in small groups.

Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment, that adversely affects a child's educational performance.