Services

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Our physical therapists are trained to help manage functional deficits and promote functional independence in one's school environment.

The purpose of a Physical Therapy (“PT”) evaluation is to determine if gross motor deficits are impacting a student’s ability to participate in all aspects of their school environment and educational program. The school environment consists of the classroom, hallways, stairs, cafeteria, gym, bathroom, transportation, and playground. A PT assessment should be considered when there are concerns about the student’s gross motor skills impacting access and participation in these various areas. 

PT assessments employ a participation-based approach that places overall importance on the student’s role, participation, and social engagement within the educational environment. The primary focus of the assessment is to identify concerns related to these functional areas. If concerns are identified, the assessment proceeds to determine factors that interfere with the accomplishment of the student’s role in the educational environment. 

We specialize in assessing or treating school-based conditions such as sensory, self-regulation, visual motor, handwriting, activities of daily living, and social-emotional learning to improve functional independence in school.

The purpose of an occupational therapy evaluation is to provide a comprehensive picture of the student’s performance and address concerns noted in the following areas as they relate to school function: activities of daily living, functional sensorimotor skills, prevocational skills, movement/accessibility, visual motor, and/or management of classroom materials/tools (including writing implements). 

The evaluation employs a participation-based approach that places overall importance on the student’s role, participation, and social engagement within the educational environment and determine if there are challenges or concerns related to these functional areas that are affecting the student’s ability to participate fully in the school environment. school base evaluations

The purpose of the speech-language evaluation is to provide a comprehensive description of the student’s speech and language functioning. A speech-language evaluation is intended to identify whether a student has a speech and/or language impairment that may impact their ability to access the curriculum and function on par with peers. The evaluation provides descriptive information regarding the student’s communicative competences and specifically addresses areas of concern. It may be recommended on the basis of concerns about the student’s academic functioning in addition to the core assessments and other related service assessments. 

A speech-language evaluation may be recommended for a bilingual student. Students identified as English Language Learners are assessed in both his/her native languages to determine communicative competence. A linguistically and culturally diverse student may use a mixed linguistic system that reflects the use of elements from his/her diverse language background. The speech and language evaluation explores a student’s performance in the relevant languages using all the communication strategies with which the student is familiar. Social and cultural factors is considered in conducting the evaluation. Students identified as Non-English Language Learners, but from a bilingual background will be evaluated in his/her native language as determined by the IEP team. 

Please note that according to the Special Education Policy Guidance on Language of Assessment for Students in the Special Education Assessment Process (2/19/15), the IEP team considers a multitude of factors to determine if one or more assessments should be completed in English or bilingually. 

Speech language evaluations are performed by a New York State licensed Speech Teacher. 

A clinical evaluation of swallowing and feeding determines the presence or absence of a feeding and/or swallowing disorder. The evaluation addresses a range of eating activities that may impact the student in the school environment. The evaluation includes an assessment of swallowing-based activities of eating, drinking, and secretion management. 

Social History means a report of information gathered and prepared by qualified school district personnel pertaining to the interpersonal, familial, and environmental variables that influence a student's general adaptation to school, including but not limited to data on family composition, family history, developmental history of the student, health of the student, family interaction and school adjustment of the student. 

Social History assessments are performed by a New York State Licensed Clinical Social Worker.

The purpose of a psychoeducational assessment is to explore and systematically study the student’s academic skill development, intellectual functioning, strengths and weaknesses in cognitive/learning processes and social, emotional, behavioral, and adaptive functioning. Included in this assessment are the student’s aptitudes for learning (“IQ”), academic functioning, social skills, self-help skills, physical and motor development, behavior, personality, and emotional functioning. 

A Psychoeducational Evaluation can only be provided by a New York State Licensed Psychologist. A bilingual Psychoeducational Evaluation can only be conducted by New York State Licensed Psychologist meeting the Bilingual Proficiency Requirements. 

Paraprofessionals services are available for students; services may include but are not limited to assisting students with ambulation, feeding and toileting, crisis management, oral transliteration, and transportation. Nursing Services cover the health and medical needs of the student.

Note: Paraprofesionals services are determined by the IEP Team.