Adapted Physical Education is a diversified program suited to the capabilities, needs, and interests of students with disabilities who may not safely or successfully engage in unrestricted physical education activities. Adapted Physical Education specialists identify students through an evaluation process that focuses on motor and perceptual motor patterns. The service model may include consultative services within regular physical education to specialized physical education in small group settings with adapted physical education teachers.
Special Education Services
Adapted Physical Education (APE)
Assessment And Diagnostic Services
Assessment on each campus is conducted by qualified Speech/Language Pathologists, Educational Diagnosticians, and Licensed Specialists in School Psychology. Any student suspected of having a disability that will qualify them for special education services should be assessed. This group of professionals is responsible for reevaluation to determine continued eligibility for services as well as initial evaluation of students.
Extended School Year (ESY)
ESY is provided during the summer for students with disabilities when the need is determined through the ARD/IEP committee. Students who may need educational programming beyond the regular school year are those whose measured educational performance on IEP goals and objectives demonstrates a pattern of significant regression combined with excessive time for recoupment when an extended break in service occurs.
It is the responsibility of the IEP committee on an annual basis to review data gathered and determine services needed during ESY.
Homebound Services (HB)
Homebound services provide instruction to eligible students who are at home or in a hospital setting. Students served through homebound have a medical condition or extended illness that prevents attendance in school for at least four weeks, as documented by a physician licensed to practice in the U.S. Instruction may also be provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year, as documented by a licensed physician. These services are determined by an ARD/IEP Committee decision. When services are provided in a private setting, such as a home, there must be an adult other than the student and the teacher present in the home.
Occupational Therapy (OT)
The Occupational Therapy team uses purposeful, goal directed activities to enable a student with a disability to benefit from special education services. Specifically, therapy is designed to assist in the development of skills that are prerequisites to academic learning within the educational setting. Depending on student needs, it may include improving gross and fine motor skills, coordination, adapting environments, organizing and using materials appropriately, and/or developing routines for dressing and feeding skills. Delivery of OT services in the educational setting is distinctly different from clinically based, medically necessitated treatment.
Eligibility for this support service is determined by formal assessment, requested by the ARD/IEP Committee or via the diagnostician as a part of the initial evaluation.
Physical Therapy (PT)
The Physical Therapist plans and implements programs that will help students meet their educational goals and objectives and benefit from special education services. The therapist is concerned with facilitating the child’s overall performance in the classroom, considering the student’s developmental level and physical disability. Services are provided to enhance independent functioning and may include positioning, strengthening, modifications and adaptations to the environment. Although medical concerns are significant, rehabilitation is not the focus of school based physical therapy.
Eligibility for this special education support service is determined by assessment requested by the ARD/IEP Committee or via the diagnostician as a part of the initial evaluation.
Early Childhood Special Education Program (ECSE)
The ECSE program provides classroom-based and support services to eligible 3, 4, and 5 year old children. Services may be provided on campus or in some cases, day care or home bound settings.
Parent-professional collaboration is an integral part of the ECSE program.
Student Records
It is the responsibility of the special education department to process, maintain and safeguard all student records. The department protects the privacy of the students and their families by implementing federal and state laws and guidelines which govern student records. All written requests for the release of student information are processed through this department.
Transition Services
The transition service provides building and district wide training in Transition Planning, Person Centered Planning and Self-Determination skills. In addition, the transition service helps to identify, establish and maintain links to state and non-profit agencies.
The transition service also provides individual support to students, families and staff. Upon request, she provides updates on transition planning, community access support, adult agency information, and development of new programs. The transition service also provides pre-individual transition plan (pre-ITP) meetings to explain the ITP process for students and their families, upon request.
Visual Impairment Service For Students (VI)
Itinerant VI Certified Teachers provide services for students with visual impairments. These teachers travel to the students’ assigned schools or educational settings to provide consultative services and/or direct instruction. Programming adaptations and modifications are made available in the students’ learning environment. Specific skills training, unique to the visual impairment, is assured, (e.g. Braille, large print, low vision aides, tactile and recorded materials, assistive technology, and daily living skills.)
Evaluation information and recommendations from the Orientation and Mobility Specialist may be included in the IEP. Training in orientation and mobility may be provided if approved by the ARD/IEP committee.