Student: Emphasis is on remediation or restoration of skills and promotion of behaviors to improve participation. Addresses resources intrinsic to the student such as body structures and functions, behavior, motivation and skills.
Task: Focus is on compensating student’s skills by modification of the physical and cognitive demands of an activity to improve student’s performance and participation. Emphasis is on resources extrinsic to the student such as materials used, or procedures followed to complete a task.
Environment: Focus is on compensating a student’s skills by modification and adaptation of the environment.
Locations – in and out of the school building
Several sunny fully equipped therapy rooms to provide specialized services
Services are push in, incorporated in classroom for inclusion
Pull-out to address unique needs in sensory gym, motor room, large or small gym
Large playground – common garden for academic and sensory learning
Specialized Adaptive Equipment
Supports multiple diagnoses so every child is included. May include wheelchairs, walkers, standers, specialized class chairs to support learning.
Provide in-school resources for splints, wheelchairs, adaptive seating.
Various visuals to stimulate
Tactile – theraputty, symbols, scented play putty, raised surfaces (letters, numbers, pictures) to support low vision students
Outdoors field trips to nearby parks, gardens.
School based events: Community day, Family day, Holidays, Student Achievement Recognition Day.
Planning and integrating IEP goals into collaborative lessons in and out of the classroom focus on academics, play, socialization, work skills, and self-care.
Families: connect families with medical, leisure, extra-curriculum activities to support students’ overall needs. Communicate with families to assist with carry-over of IEP goals to the home environment.
Helps students access the academic environment and participate to the maximum extent possible in educationally related activities using multimodal and multilingual communication (ASL, AAC, gestures). Focusing on physical function of gross motor skills and independence in different settings as well as improving a student’s ability to participate in various school functions by remediating or compensating for musculoskeletal, neuromuscular, or cardiopulmonary impairments.
COLLABORATION WITH STAFF:
Planning and integrating IEP goals into collaborative lessons in and out of the classroom focus on gross motor skills and independence.
Providing push-in collaborative services within the school building as well as when the students go on class trips.
Changing room with hoyer lift and electric hi-lo changing table for daily living skills for our differently abled school population.
COLLABORATION WITH FAMILIES:
Orthotic consultations with outside vendors (Enexia Healthcare) that accommodate students and their families by coming into school building to both assess and provide orthotics.
Durable Medical Equipment (DME) consultations with outside vendor (NSM seating) that accommodates students and their families by providing assessment and consultation in house.
Writing letters of medical justification for DME (walkers) to medical insurance companies for student personal use in their communities.
COLLABORATION WITH COMMUNITY:
Continued professional development by attending International conferences, symposiums, forums and lectures to further expand knowledge of pediatric physical therapy and deaf awareness.
Provide certified clinical instruction to teach, instruct, and guide the development of physical therapy volunteers and graduate students.
DME Storage that boasts: adaptive mobility products (gait trainers and walkers), positioning systems for special needs (standers, adjustable & adaptive seating equipment) and aquatic flotation devices.
A plethora of areas within the school building that offer play systems equipped with multi-sensory, gross motor skill acquisition equipment for differently abled kids.
Speech & Language Department
Highly skilled speech language pathologists trained in implementing evidence-based interventions designed to help students become effective communicators.
Individual & Group Speech sessions are designed to address the development of:
Auditory Receptive Skills
Service Delivery Model:
Therapy Room, Push -In to Classroom, Push In to Specials, Push-In to Cafeteria, Community Based Instruction
Multi modal approach to communication inclusive of:
American Sign Language
Picture Exchange Communication System
Mid Tech Augmentative Alternative Communication Devices
High Tech Augmentative Alternative Communication Devices
Pediatric Dysphagia Management
Increase Oral Intake
Pediatric Sensory Based Feeding difficulties
Partner closely with medical professionals and families to provide holistic approach to feeding therapy
Assistive Technology Lending Library
PECS Communication Books
Mid Tech Devices (i.e., Go Talk +9)
High Tech Devices (i.e. iPads)
AMDI Cases for iPads
Mounting Plates for AAC devices
Communication APPS- Proloquo2Go, TouchChat, PECS IV, Go Talk NOW
Writing APPS- Pictello, CoWriter
Math Computation APPS- Splash Math K-5, IXL, My Math, Visual Multiplication, FasTT Math NG for Schools, Teaching Number lines
ALL speech therapists are CCC -SLP and Certified PECS Implementers
Other certifications include Hanen, Prompt Therapy, Sequential Oral Sensory Approach to Feeding
Individual counseling as mandated on students IEPs
Advocacy and referrals
Support and education workshops for parents
Consultation with educational staff
Member of the Child Study Team
Member of the PBIS Team