Programs and Services

Program Description

• Evaluations
• Speech Therapy
• Teaching Assistant services
• Special Class (SC)
• Occupational and Physical Therapy
• Family/Child Counseling
• Family Counseling
• Visually Impaired Services
• Psychological and Case Management Support

Program Description

Mission

The Individuals with Disabilities Education Act (IDEA) provides for assistive technology (AT) in the educational setting. An AT device means any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized that is used to increase, maintain, or improve the functional capabilities of children with disabilities. AT services are those that directly assist a child with a disability in the selection, acquisition, or use of an AT device. AT services include:

• The evaluation of the needs of a child with a disability, including a functional evaluation of the child.
• Assisting in the purchasing, leasing, or otherwise providing for the acquisition of AT devices for children with disabilities.
• Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing AT devices.
• Coordinating and using other therapies, intervention, or services with AT devices, such as those associated with existing education rehabilitation plans and programs.
• Training or technical assistance for a child with disabilities, or, if appropriate, that child's family.
• Training or technical assistance for professionals or other individuals who provide services to or are otherwise substantially involed in the major life functions of individuals with disabilities.

Who Would Benefit From AT Services?

• Students who cannot independently access the school environment and/or curriculum.
• Students who need accommodations/technology for integration into the classroom setting.

What Services are Available through the BOCES AT Department?

• Evaluation of a student, within his/her educational environment to determine AT needs.
• Assistance in choosing, designing, customizing, and troubleshooting appropriate AT equipment.
• Provision of resources to acquire equipment when needed.
• Education and training to the student, his/her family, and school staff as to the use of AT devices and equipment.
• Provision of consultant services to school districts that may include offering suggestions for AT use in the school and classrooms.

Who are the Members of the BOCES Regional AT Teams?

• Complete a BOCES Student Technology Consultation Referral Form.
• Complete a BOCES Request for Evaluation of Related Service Form.
• Both forms can be obtained through the local CSE office.
• Send both completed forms to the district CSE office for authorization from the CSE Chairperson.
• The CSE Chairperson will forward the completed packet to the Canton BOCES office for assignment to the BOCES evaluators.

Mission

To provide consultant services to school districts to support students with behavior challenges in the least restrictive environment.

Program Description

• Provide training and support to BOCES and public school staff members in techniques for identifying, teaching, and supporting students with emotional and behavioral needs in the public school setting.  This may include autistic students.
• Provide training in small groups such as with a child study team and with individuals on a case-by-case basis.
• Provide school personnel with information and skills, which would allow them to successfully educate students with emotional and behavioral challenges in the community and to integrate these children with regular education students to the fullest extent possible.
• Evaluate individual students by reviewing information and procedure, (i.e., learning style, teaching style, management plan, pull out services, routine, classroom layout, specifics on concerns), observing, seeking feedback from involved individuals, and performing informal assessments where indicated.
• Detail possible causes for the observed behaviors in a written report, which would include recommended academic and behavior management strategies.
• Be able to guide documentation and facilitate communication assuring a smooth transition through the continuum of care including hospital, day treatment, tutoring and publc school settings for those students with needs severe enough to temporarily require a higher level of care.
• Provide a variety of instructional methods and support to the student in the areas of social skills, instructional modifications to the classroom curriculum, behavior management and positive support plan techniques.

Occupational and physical therapists provide comprehensive therapy services for children from 3 to 21 years of age.  Disability areas encompass all types of disabilities ranging from mild to profound.  Services for school-aged children are available in center-based and district-based special education and regular education programs.

Occupational and physical therapy serve students with developmental delays, physical and/or neurological problems, as well as those with learning, emotional and behavioral disabilities.  Both disciplines work with the educational team by:

• Assisting in providing a link between the school and related community services.
• Coordinating therapy interventions within the educational environment (classroom and vocational settings) in order to facilitate optimal function/participation.
• Providing individual programming for students.
• Providing in-service education to people involved in student's care.
• Assisting in effective use of adapted classroom design and equipment.
• Providing information regarding the educational implications of physical impairments.

Services provided:

• Individual consultation and evaluation to identify students who are appropriate to receive therapy services within the educational setting - the evaluation may include the following areas:  Motor Sills (gross, fine, sensory, oral):  muscle tone, muscle strength, joint mobility, balance and coordination, self-help skills; posture; perceptual skills; sensory-motor integration.
• Assisting in selecting and monitoring adaptive equipment for positioning and mobility and functional skills.
• Consulting with other appropriate professionals in the selection and proper use of orthotics (splints and braces) and prosthetics.
• Sensory motor therapy to improve function within the educational environment.

Mission

To teach blind and visually impaired students the necessary skills to function independently in their environment.

Program Description – Teacher of the Blind and Visually Impaired

Evaluate functional vision plan and implement program goals, including utilization of adaptive materials and technological devices, daily living skills and study skills.

Program Description – Orientation and Mobility Instructors

Teach skills that enable the visually impaired student to travel safely, efficiently, independently, and gracefully.

Provide training that includes self-protective techniques, sighted guide, can travel, concept development in the areas of body image, spatial and positional concepts, environmental awareness; and when appropriate, low vision aids and electronic travel devices; instruction in a variety of settings (indoor, outdoor, school and community).

Program Goals

• Teach tactile map and graphic reading.
• Teach keyboarding and basic word processing skills.
• Teach developmental skills in Pre-K to 5 populations.
• Support mainstreamed instruction in subject areas.
• Teach appropriate social behavior.
• Teach students listening skills.
• Teach Braille reading and writing skills.
• Teach visual efficiency skills.
• Teach independent travel skills.
• Teach study and daily living skills.

Parent Involvement

Parents are encouraged to become involved in their child’s school programming to work as a team with all school personnel.

Outcomes for Students

• The student will function with adaptive materials within the classroom if necessary.
• The student will travel independently throughout the school.
• The student will be able to type and do basic word processing on a computer.
• The student will engage in hands-on experience to enhance both verbal and visual output.
• The student will use his or her vision effectively to complete daily tasks.

Mission

It is our philosophy that counselors are an essential and integral part of the team of educational professionals serving the students.  As part of an individual’s educational program, counseling is designed to maintain a student with special needs in the least restrictive educational learning environment.

Focus of School Counseling

Counseling is a personal interaction in which students may explore their feelings, ideas, and behaviors with a professionally trained counselor in order to:

• Strengthen the student’s relationships with peers and adults.
• Increase student understanding of behavioral choices, consequences, and self-awareness.
• Improve student’s decision making and problem solving skills in a supportive environment.
• Assist students in formulating a plan to increase their participation in the mainstream of regular education.
• Support students in transitions to post secondary life.

Who Can Benefit from Counseling

Students who may be experiencing one or more of the following:

• Acting out behaviors interfering with the educational process.
• Withdrawn or depressed behaviors.
• Academic achievement below which may be expected.
• A lack of understanding and/or acceptance of a student’s disability.
• Transition from a program, which may require either short or long range planning for the student.

Goals

• Address specific goals as developed for each student on their Individual Education Plan.
• Assess incoming student’s behavioral needs in order to develop individual treatment plans.
• Address situations in the student’s environment that may interfere with the educational process.
• Develop transition options for students currently in our programs so that home school districts can begin to formulate plans to facilitate their inclusion.
• Assist students in developing their potential so that each may have the best possible chance for living a satisfying and productive life.

Counseling services provided as a result of a Committee on Special Education referral may include one or more of the following services:

• Individual and/or group counseling
• Group Counseling Sessions
• Collaboration with school personnel
• Interagency Support and Case Management
• Consultations
• Crisis Intervention

Mission

The Speech Department’s mission is to help students reach their maximum speech, communication and language potential, to become effective communicators in their community.

Program Description

The Speech/Language Therapists provide services within:

• Special Education Programs.
• Pre-School Programs.
• Regular Education Programs.
• Consultation services are also available, upon written request.

Therapy can be provided on an individual or small group basis, depending on the needs of each student.  The needs are determined through a  comprehensive evaluation that is completed when the child first enters a program.  After the initial evaluation, the student is re-evaluated on a yearly basis to determine areas of improvement and areas that need continued therapy.  The Speech/Language Therapist may also work with the classroom teacher to provide a language rich learning environment.

Program Goals
Students strive to improve:

• Articulation/Phonology Disorders (substitutions, distortions, omissions).
• LanguageSkills/Disorders (grammar, vocabulary, sentence structure).
• Oral/MotorControl (tongue, lips).
• Voice (quality, tone).
• Fluency (stuttering).
• Auditory Skills (listening, processing, following directions).
• Pragmatic/Social Skills (taking turns, eye contact, appropriate conversation).
• Augmentative/Alternative Communication.

Support Systems

The Speech/Language Therapist works with many support systems to strengthen and improve the student’s academic, social/emotional and physical functioning. These support systems include:

• Classroom Teachers/Specialists
• Counselor
• Occupational Therapist
• Audiologist
• Medical Consultants:  Vision, Dental, Neurological, ENT (Ear-Nose-Throat)
• Assistive Technology Team
• Adaptive Physical Education Teachers
• Psychiatric and Psychological Services
• Physical Therapist
• Community Agencies (e.g. Social Services)
• School Nurses

Parent Involvement

The Speech/Language Therapist works toward involving parents through:

• Conferencing/frequent communication (i.e. phone calls, written reports, emails, etc.).
• Open Houses.
• Therapy or classroom observations.
• Activities sent home to help improve skills.

Parents play an important part in the student’s success.  We encourage parents to be involved in the planning and carrying out of the student’s goals.

Outcome for Students

The students work toward attaining speech/language skills equivalent to their age level and/or developmental functioning level.

• A service delivery system that includes assessment, placement, prescriptive and developmental teaching, and fitness and leisure counseling.
• A program of medically prescribed therapeutic exercise, education and adapted physical activity.
• A diversified program of developmental activities, games, sports, and rhythms suited to the interests, capabilities and limitations of students with disabilities who may not safely or successfully engage in the vigorous activities of a general physical education program.

Who can benefit from Adapted Physical Education?

• Physically challenged students
• Students with motor delays
• Students with poor physical fitness
• Emotionally disabled students

Program Goals

• Develop and maintain both a level and knowledge of physical fitness commensurate with the demands of daily life within a community.
• Develop and maintain efficient fundamental motor patterns, body awareness and control.
• Acquire the knowledge, understanding and skills necessary for the wholesome use of leisure time.
• Develop and play in cooperative and competitive physical activities.

Support Systems