Adaptive Physical Education Services
A licensed adaptive physical education teacher will evaluate and identify a student who has significantly delayed motor skills or is unable to safely participate in general physical education. Consultation services to the general education teacher may be provided for accommodations and modifications to allow the student to remain in general education. Direct services may be provided to the student who requires more specialized instruction or support. Adaptive physical education consists of developmental activities based on student’s interest, capacities and limitations. These services are provided individually or in a group setting as determined in the IEP. Adaptive physical education is also provided to alternative special education programs not located in a school.
Assistive technology staff will assist and/or consult with the school speech clinician and teaching staff on a student with a speech and language impairment to determine the student’s mode of communication and if needed, selection, acquisition or use of assistive device. The term assistive technology means any item, piece of equipment or product system, which could be modified or individualized that is used to increase, maintain or improve functional capabilities of students with disabilities.
Audiology services include identification of students with educationally significant unilateral or bilateral hearing losses that impedes their learning. Hearing screens are available in the school. Audiological evaluations are made after a student fails one or more hearing screens to determine the range, nature and degree of hearing loss. Evaluation recommendations may include follow up medical referral, medical treatment and appropriate interventions. A licensed speech clinician and hearing impaired teacher work collaboratively to educate staff and facilitate the student’s personal hearing instruments, individual and group FM systems, and other assistive listening technology deemed appropriate.
Educational Counseling Services
Educational counseling services may be provided for a student with a disability who is significantly lacking in the areas of self awareness and interpersonal relationships with others. Counseling topics would focus on self awareness, character building, appropriate social interactions, conflict resolution and coping skills. Direct services may be provided in an individual or group setting through discussions, reading value books, video clips, social clubs, role playing and social games. Educational counseling services may be provided by a GLASS social worker, school counselor and/or licensed emotional disabled teachers.
Educational Occupational Therapy
Students who have an identified disability may have delays in sensory processing, visual motor or fine motor development causing students not to be successful in the educational setting. If delays are observed to be affecting difficulty in handwriting, coloring, cutting, using small objectives, unusual responses to environment an occupational therapist consultation or referral may be requested. A licensed occupational therapist will complete an educational occupational evaluation. It will include observation of student, assessment of areas of weakness and/or sensory assessment. Program recommendations may include accommodations, modifications, specialized equipment to compensate for fine motor weakness, modified or individualized programs to increase, maintain or improve sensory, visual or fine motor development and daily practice programs through special education staff. Services may be provided through consultation, direct therapy and/or special education staff training.
Educational Physical Therapy
Students who have an identified disability may also have delays in gross motor development causing the student to not be successful in the educational setting. If the delays cause physical limitations or inability to access the school environment a physical therapy referral may be requested. An educational physical therapy referral must be made by a licensed physician. A licensed physical therapist will assess the student’s strength, range of motion, balance, coordination and ability to access the school environment including playground and bus access. Program recommendations may include accommodations, modifications, specialized equipment for positioning, movement or motor strengthening and/or daily practice programs through special education staff. Services may be provided through consultation, direct therapy and/or special education staff training.
School Nurses and Health Services
GLASS has two licensed RN school nurses who specialize in health care needs of students with disabilities. School nurses assist special education staff in providing a safe and healthy school and classroom environment. They focus on removing health barriers to learning. School nurses collaborate with private medical personnel working with individual students, consult with parents, assess and develop individual health care plans, educate and train school staff regarding student health conditions and provide medical intervention as needed
School Psychology Services
GLASS has assigned a licensed school psychologist to every school within LSC, TSC and WL school district. A school psychologist has specialized training in psychology and education. They collaborate directly with school staff, students and parents by consulting on academics and behavior challenges, analyzing data collection, in-servicing staff on research based interventions and completing educational psychological evaluations. A school psychologist may serve on school committees such as problem solving, student services or intervention teams.
A student who has an identified disability that has a medical condition requiring a medical safety plan, need wheelchair access, attend a special education program outside home school or has documented evidence of being unsuccessful on general transportation will be considered for specialized transportation. GLASS bus drivers are notified and trained in medical emergency procedures for individual students. Specialized transportation safety rules and discipline procedures are the same as general education transportation.
Transition, Pre-Vocational, and Work Study Services
Transition services are provided to students who are turning 14 years of age through 22 years old. Students and families are encouraged to focus on skills needed to transition from secondary school to adulthood. Programming begins by exploring areas of occupational interest and identifying skills needed to perform those occupations. Student’s individual goals will focus on education and employment. Direct services include instruction toward exploring employment interests, secondary education plans, independent living, transportation, health insurance, financial responsibility, recreation and leisure activities and community resources and agencies. Students may participate in vocational programs such as in-school vocational training, community based instruction, and cooperative work program. Prior to exiting public school, students are assisted in making connections to service providers and agencies available to assist adults with disabilities.