Educational Support Services
A school psychologist supports students academically, socially, behaviorally, and emotionally.
- Assist the IEP team by conducting psychological and academic assessments.
- Provide recommendations to support the student in the classroom.
- Provide direct support and interventions to students, consult with teachers, families and other professionals to assist with learning and behavior management.
- Provide assistance with completing necessary community applications.
- Teaches Social Skills classes.
- Direct service with a focus on core curriculum, individual student planning and responsive services that support student success.
- Individual counseling, group counseling and classroom social skills lessons.
- Consults regularly with teachers, administrators, parents, community members, and other key stakeholders.
- Act as advocates for students’ well-being
Orientation and Mobility Specialist
- Assessments of students aged 3-22.
- Assists students with developing and learning skills needed to travel safely and independently in their environment.
- Provides instruction and consultation in school districts across the state.
- Consult with parents, educators, and vision consults.
- Responsible for writing goals, progress reports, and updating student records.
- Communicate with community stakeholders to address strategies and available resources for the benefit of the students.
- Provide instruction in proper cane technique as well as safe low vision travel skills.
- Assist with Parent Infant Program to develop readiness for future mobility travel.
- Promote participation in sport activities for the visually impaired and active lifestyle
Speech-language pathologists support the unique communication needs of USDB students through comprehensive diagnostic procedures while working closely with families, classroom teachers and other professionals to determine areas of priority for intervention as well as most effective service delivery.
- Evaluate students utilizing formal and informal methods.
- Develop and implement treatment plans for successful communication.
- Direct service delivery as well as consultation with other service providers.
- Continual documentation and progress monitoring.
- Recognize the need for additional or alternative methods of communication and/or intervention.
- Provide services for students with a variety of communication needs including LSL, ASL, AAC and students with sensory impairments.
- Assesses students’ health care needs and using evidence-based interventions, writes a plan of care for that student and amends the plan when appropriate.
- Provides daily medical care for students for which medical needs cannot be delegated to other school staff.
- Trains and oversees the staff that provides daily medical care.
- Provides care for emergencies and for the non-emergent acute health care needs of the students and staff.
- Completes vision screenings for the deaf/HOH students.
- Attends 504/IEP meetings for students with health care related goals.
- Provides first aid/CPR training to staff.
- Writes or assists in writing and amending health care policies and procedures using evidence-based practice.
- Formal and informal hearing assessments.
- Loaner hearing aid fittings and aided evaluations.
- Personal and soundfield FM system fittings.
- Technical assistance, consultation, and professional development on issues related to hearing loss.
- Referral source for children who have failed 2 school screenings.
Children in our birth to three, Parent Infant Program, also have access to the Early Hearing Detection and Intervention (EHDI) resources.
Occupational therapists (OT’s) work with students with who are deaf or hard of hearing, blind or visually impaired, and deaf-blind. School-based occupational therapy is designed to enhance the student’s ability to fully access and be successful in the learning environment. OT’s consider each individual student’s needs, helping students find ways to do the things they need and want to do through learning new skills or adapting the environment. Specific interventions may include:
- Evaluation of fine motor skills, self help and independent living skills, and sensory processing.
- Treatment aimed at improving successful participation in all school environments such as classroom, cafeteria, and the playground.
- Treatment aimed at providing recommendations for assistive technology, environmental and task modifications, and adaptive equipment to help students succeed.
- Support the expanded core curriculum for the blind and visually impaired.
Adaptive Physical Education
Developing, implementing, and monitoring a carefully designed physical education instructional program. The program provides USDB students with skills necessary for leisure, recreation, and sport experiences to enhance physical fitness and wellness. Each activity is adapted to the students’ specific sensory and motor abilities.
Physical Therapists (PT) and Physical Therapy Assistants (PTA) work with students with vision and/or hearing impairments, gross motor delays, balance impairments or movement challenges. School based physical therapy supports student access to the curriculum through safe mobility, gross motor skill acquisition and use of adapted equipment.
- The PT evaluates gross motor skills, safety, mobility and equipment needs.
- The PT and PTA implement interventions to address IEP goals.
- PT and PTA consult with and train school staff in safe techniques for physically assisting students, proper use of equipment and appropriate gross motor skill activities.
- PT and PTA use therapeutic exercise principles in functional and play-based activities.
6 Speech-Language Pathologists
4 Registered Nurses
2 Occupational Therapists
1 Physical Therapist
1 Physical Therapist Assistant
1 Adaptive PE Instructor
11.5 Orientation & Mobility Specialists
4 School Psychologists
2 School Counselors
1 Social Worker