•  Robinson ISD

    Special Programs
    Special Education                                                          
    Dyslexia Services
    ESL Services
    504 programs
    Homeless Students
    District Safety                                     

    254-662-6450 fax  

    tx-transition Texas Transition and Employment Guide (2016) English Version

     For information and videos on Autism Spectrum Disorder




     Robinson I.S.D. Dyslexia Program

    Information for educators and parents about dyslexia in the State of Texas

    • What is dyslexia?
    • What are some warning signs of dyslexia?
    • What are the school districts’ requirements related to dyslexia?
    • Who can I contact if I have questions or concerns? 
    • For answers to these and many more questions click on link 


    If your child is in public or private school or home schooled and you suspect that your child may be eligible for special education services, please contact the Robinson Special Education department at 662-4621.

    Robinson ISD is required to provide services to all students with disabilities between the ages of 3 and 21.  The students must qualify by meeting the federal criteria in one or more of the following areas:  learning disabled, speech impaired, other health impaired, orthopedically impaired, auditorily impaired, visually impaired, emotionally disturbed, intellectually disabled, autistic, or traumatic brain injured. Children who are auditorily impaired and/or visually impaired can be served before the age of three in these two areas. Special education provides a continuum of child-centered education and supportive services to meet the needs of students with disabilities. These services are provided in combination with, or in addition to, those provided in the general education program.  It ensures students with disabilities an equal opportunity for a free, appropriate public education. To the extent they will benefit, students with disabilities are educated with their non-disabled peers in the least restrictive environment. The specific educational needs of the student, rather than his/her disability, determine the type of instructional services and related services provided. The district must also "locate, identify, and evaluate all private school children with disabilities, including religious-school children residing in the jurisdiction of the district."