Related services are provided to all students with Individualized Education Plans (IEPs), depending on their needs as identified within the IEP.  These services include:

TRANSITION SERVICES:

Transitioning is the process of moving from one situation to another.  In the school system, it is the job of the transition coordinator to facilitate this process.  Transition coordinators are responsible for overseeing the process that provides services to students with special needs, as federally mandated by the Individuals with Disabilities Act (IDEA).  The transition role is specifically designed to develop and assist other staff with instructional activities that enhance career planning for all students who have an IEP, including Special Education Teacher Support Services  (SETSS) and "related services only" students.

Additional information on transition is available through the "Transition" link on the left.

VISION RESOURCE ROOM

(AKA The Braille Room)  A very specialized room exists and has existed in Grover Cleveland High School for probably over 50 years. It is the Vision Resource Room located in room 250 where it all happens. Students who are totally blind or visually impaired attend classes alongside sighted students and then receive extra support services from the teachers for the blind and visually impaired. The blind or visually impaired students generally spend one or two periods a day in the room working on anything they need help with.

 Those who are totally blind usually use Braille as their method to read and write; mostly they come to high school having already learned Braille in elementary school. Students who are visually impaired usually need print enlarged and/or use different magnification devices ranging from CCTV to hand held magnifiers or telescopes.  Many use computer software that can adapt materials for their special needs.

 Student aides from the sighted population volunteer in the room and receive a service credit. They do such activities as: turning class notes or printed pages into Braille using our specialized computer programs, enlarging handouts, running errands, delivering mail or various other chores that need to be done.

Ms. D. Schmitt and Ms. M. Galarza are the dedicated teachers in charge of this very productive GCHS resource. 

SPEECH/LANGUAGE THERAPY:

Speech-Language Pathology is the study of human communication disorders. This includes disorders of speech, language and swallowing. Communication disorders can be congenital or acquired, and can affect individuals of any age.

Some Definitions

Communication is the exchange of information, the sending and receiving of messages. It is a two-way interaction and requires participation of a sender and a receiver. A message is encoded, transmitted and decoded. Communication breakdowns can occur if either party has difficulty performing their role. If the sender does not speak clearly or intelligibly, his/her message may not be received. If the sender does not use language appropriately, in a meaningful way, the message may not be received. If the receiver has a hearing impairment, an oral/spoken message may not be received. If the receiver has difficulty understanding language, they may not be able to decode the message.

Language is a shared code or system that represents concepts and ideas through the use of arbitrary symbols. It is rule-governed and shared by a given community. Typically, we use oral and written language to communicate. Other types of language include sign language, Blissymbol communication and pic-syms.

Speech is a motor act. It is the production of sounds in meaningful combinations by the lips, tongue, teeth, palate, vocal cords, and lungs for communication.

 As speech therapists working in a school setting, we specialize in the assessment, treatment, and prevention of communication disorders.  The goals we set forth for each student can be found in each student’s IEP.  We develop an individualized plan tailored to each student’s needs.

 We keep records on the initial evaluation, progress, and termination of services. This helps pinpoint problems and tracks student’s progress.

HEARING SERVICES

Services for students with hearing impairments are to maximize the student's auditory skills by focusing on auditory processing and auditory discrimination skills; communication needs including expressive oral and written skills; receptive language skills; and working with sign language interpreters when appropriate.

COUNSELING SERVICES

We have two counselors (Mary O'Sullivan and SusanWald), who provide counseling to student's whose IEPs mandate counseling -- either individually or in groups. We see these students at least once per week, as indicated on their IEP's; however, when crises arise, we are ALWAYS available to our students.  Teachers, deans, APs and/or family members may request that we see certain students, and that is done.  Additionally, we come into classes at times, usually at the request of teachers, when certain issues warrant  group intervention. We also closely monitor students whose families have ACS (Administration for Children's Services) involvement - and keep in contact with their ACS workers.  Additionally, we refer some of our students for outside counseling, and we maintain contact with their other mental health professionals.  Some of our students are involved in the legal system, and we communicate with probation officers and other involved parties as well.

Students whose IEPs mandate SBST (School-Based Support Team) counseling receive counseling services from our Social Worker, Karyn Lerner, and Psychologist, Simon Kopelnitsky.

OCCUPATIONAL/PHYSICAL THERAPY

Occupational therapy (OT) and physical therapy (PT) services are provided to students requiring these related services. 

Occupational therapists use their unique expertise to help children to be prepared for and perform important learning and school related activities and to fulfill their role as students.  Occupational therapists support academic and non-academic outcomes including social skills, math, reading, writing, recess, participation in sports, self-help skills, prevocational/vocational participation and more, for children and students with disabilities, 3 to 21 years of age.  

Areas addressed by PT as a related service may include but are not limited to: gross motor developmental skills, gross motor skills, orthopedic concerns, mobility, adaptive equipment, positioning needs and other functional skills which interfere with the student's educational performance. The focus of the intervention is on improving the student's ability to perform at school, promote improved functional independence and/or to suggest and assist with the implementation of appropriate adaptive equipment and/or accommodations.