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Early Childhood Special Education

How Do I Know if My Child Needs Help?

When children have special needs, sometimes it’s obvious and sometimes it’s not. Children develop at different rates. Those whose development falls significantly below their age level peers may be considered at risk for learning difficulties. If you are concerned about your child's rate of development, contact the Special Education Department to be referred to qualified professionals who can help assess your child’s needs.

Language/Speech

  • Has greater difficulty being understood by others and/or pronouncing words or sounds
  • Has limited vocabulary or word usage
  • Has difficulty or does not respond when spoken to
  • Does not talk

Hearing

  • Responds inappropriately or makes no response to sound
  • Does not respond to name

Vision

  • Is unable to see things close up and/or far away
  • Avoids eye contact
  • Is unable to follow objects with eyes

Learning / Academic

  • Does not understand directions or instructions
  • Is not learning to read or write at the same rate as peers
  • Shows little or no mastery of mathematical concepts presented
  • Is able to answer questions correctly in oral discussions, but fails written tests
  • Shows extreme disorganization
  • Demonstrates a significant lack of study skills when compared to others at grade level

Motor / Physical Development

  • Uneven or no movement
  • Physically overactive or passive
  • Clumsy or stumbles frequently
  • Noticeable muscle weakness
  • Limited strength, vitality or alertness

Behavior / Social Development

  • Restless, need for constant movement
  • Is overly aggressive or passive
  • Does not play appropriately with toys
  • Has little or no understanding of real dangers
  • Experiences drastic mood swings
  • Does not play with or relate to others

Self-Help

  • Does not try to feed or dress self
  • Rarely expresses needs or desires
  • Shows little or no independence 

 

To schedule an Early Childhood Assessment, please complete the Special Education Evaluation Request Form and you will be contacted within 15 school days by your child's home campus evaluation staff.

 

Para programar una evaluación de la primera infancia, complete el formulario de solicitud de evaluación de educación especial y el personal de evaluación del campus de origen de su hijo se comunicará con usted dentro de los 15 días escolares.

For questions concerning Early Childhood Special Education programs or services, contact the Early Childhood Special Education Coordinator: 

Caroline Gutierrez, Early Childhood Special Education Coordinator, 512-594-0173 or Caroline.Gutierrez@pfisd.net.

 

Pflugerville ISD Early Childhood Special Education Programs

Children between the ages of three and five with an identified disability and need for special education services are served in Pflugerville ISD’s Early Childhood Special Education (ECSE). The district has a continuum of services to meet the needs of all learners. All services are determined by an ARD Committee.

  • Walk-On Speech Therapy: This program is for children who qualify for speech services but are not enrolled in a district classroom. A speech therapist meets with your child once a week at their home campus, either one-on-one or in a small group, to support development in articulation, fluency, or voice.

  • Community-Based Speech Therapy: Children who attend a licensed childcare center within Pflugerville ISD may be eligible to receive speech therapy at their daycare. A speech-language pathologist provides support on-site, typically one to two times per week, for children with mild speech or language needs. 

  • PAAS (Preschoolers Acquiring Articulation Skills): PAAS is a specialized speech program designed for children who need focused support with articulation but are developing typically in other areas. Led by a speech-language pathologist, sessions take place in a small group at a central Pflugerville ISD location, typically once or twice per week. 

  • PALS (Preschoolers Acquiring Language Skills): PALS supports children who are developing early language and social communication skills. This short-session class is taught by a special education teacher with support from a speech therapist, focusing on language development, social emotional skills and classroom routines in a structured environment.

  • Phoenix Classroom: The Phoenix classroom is designed for children with disabilities who have higher support needs across multiple areas, including communication, behavior, self-help, and daily routines. This highly structured program provides a predictable environment where children receive individualized instruction to build foundational skills in language, self-regulation, and early learning. The class is led by a special education teacher with dedicated support staff to ensure each child’s unique developmental needs are met.

  • Pegasus Classroom: The Pegasus classroom is an inclusive program where children with disabilities learn alongside typically developing peer models. It is designed for children who may have delays in language, cognitive, social-emotional, and self-help skills, and who benefit from learning through peer interaction and consistent classroom routines. Taught by a teacher certified in both general and special education, the class emphasizes growth in communication, social development, independence, and early academics.

  • Pre-K/ECSE Inclusion Classroom: This classroom is designed for four-year-old children with disabilities who do not qualify for state-funded Pre-K but would benefit from learning in an inclusive setting. This program is ideal for children with moderate needs in communication, social skills, or cognitive skills who can thrive with the guidance of a certified special education teacher in a general education environment.

  • Pre-Kindergarten General Education with Special Education Support: Children who qualify for state-funded Pre-K and have an identified disability may receive special education services while participating in a general education classroom. Support is provided within the classroom by special education staff to help students work on their IEP goals while fully participating in daily lessons and routines.