Chapel Hill ISD provides specially designed instruction to meet the unique needs of students with disabilities. This includes adapting as necessary to meet the appropriate needs of an eligible student, the content, methodology, or delivery of instruction to address the student’s unique needs and to ensure access of the child to the general curriculum. An admission, review and dismissal (ARD) committee makes decisions regarding eligibility and placement.

To be eligible for special education and related services, a student must meet the federal definition in one of the following areas: auditory impairment, autism, deaf-blind, emotional disturbance, mental retardation, multiple impairment, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment.

Philosophy for Special Education Services
We Believe:

• that all children can learn and that instructional services should be determined by the individual needs of students.
• that students with disabilities will be educated with their non-disabled peers as much as possible.
• that given appropriate educational services, students with disabilities will achieve academic performance commensurate with their non-disabled peers.
• that students with disabilities should have access to the total school program, including on-academic and extra-curricular activities, and that services delivered should meet standards of accessibility, accountability and quality.
• that parents are valued partners in the educational process and that they should be provided with the necessary training and education to ensure full participation.
• that collaboration among all stakeholders is a critical element in providing quality services to students with disabilities.
• that invervention assistance is a key prerequisite to locating and identifying students who may have a disability and that students should be appropriately identified.
• that quality staff development, based upon student data, research-based practices and promising practices is of critical importance to providing quality services for students with disabilities.

Director 
  Mitzi Tyner-Parks
Administrative Assistant
  Vicki Osburn
Materials Clerk
  Tisha Galvez 
Diagnosticians
  Pam Carlile
  Cindy Newman
Assistant Speech Therapists
  Pam Campbell
  Crystal McKnight
Speech Pathologists
  Rebekah Langley
  Linda Compton
LSSP
  Gaelen Singler
Homebound Teacher
  Paula Hudnall