
The Region 4 Special Education department is dedicated to advancing educational outcomes for students with disabilities. To this end, the department empowers educators and others working for fairness on behalf of students with disabilities by providing quality professional development, customized services, and products that promote evidence-based practices. The Region 4 Special Education staff approach their work with optimism, energy, and confidence, working pragmatically with current challenges while moving toward future solutions.
Key Services
Spotlights
Events
Events found: 16
This session will provide participants with information about how spoken language overlaps with written language, with connections to the TEKS, ESSA, and the IDEA.
Session ID : 1951975
Strengthen Tier 3 instruction with practical strategies for delivering intensive, individualized interventions, monitoring progress, and adjusting instruction to accelerate student growth.
Session ID : 1951975
Build confidence and precision in Tier 3 instruction by learning how to deliver intensive, individualized interventions, monitor progress, and adjust instruction to accelerate student growth.
Are you in your first three years as an educational diagnostician? Region 4 is excited to introduce our new Educational Diagnostician Academy, designed to support your understanding of this critical...
Explore the link between motor and sensory development and academic readiness in this dynamic two-day session.
A hands-on workshop exploring touch, eye gaze, head tracking, switches, CVI considerations, and access customization using PRC-Saltillo devices.
Meet Your District Advancement Champions

Assistant Director – Regional Day School Program for the Deaf (RDSPD)







Texas SPED Support

Special Education Information Center
The Special Education Information Center (SPEDTex) works collaboratively with stakeholders to provide resources and facilitate collaboration that supports the development and delivery of services to children with disabilities in our State.


