School Psychologists and Educational Diagnosticians assist in the evaluation of individual students as members of multidisciplinary teams. They also consult with parents, teachers, and other school personnel in the provision of services to students.
Special Education Coordinators
Special Education Coordinators are responsible for assisting building administrators, counselors, teachers, and families in matters pertaining to special education services and delivery. They are likewise instrumental in program development and in providing trainings.
Specialists in Hearing and Vision Impairments are on staff. They assist with evaluations and services for students.
Related services are provided to assist students so that they can benefit from their special education services. Related services are determined on an individual basis by the case conference committee. Related services include Occupational Therapy, Physical Therapy, Counseling Services, Job Coach Services along with others.
Early childhood special education services are available to all eligible children, ages 3-5, with special education needs. The early years are extremely important to a child's development and early intervention can be of great benefit for preschool children.
Our program has one main goal: to help students to successfully transition to adulthood. The usual outcome is that students find jobs that match their abilities. The typical students in the program are high school students with special needs who are at least sixteen and are earning a certificate of completion rather than a diploma. Our young workers have a range of abilities, so we rely on information provided by teachers, parents, counselors, and our own observations to determine the right job for each future employee. Our emphasis is on ability, not disability. Our students have worked in libraries, churches, nursing homes, fast food restaurants, farms, day care facilities, coffee shops, school cafeterias, grocery stores, animal shelters, offices, and the list goes on. Students generally start in volunteer work and then work toward paid employment. We strive to consider the student interests, as well as their abilities. We also look for employers in the community who have a desire to teach and model good work habits to teens.
Job coaches wear many hats. When developing a job for a student, they act as an advocate. Their role is to model a positive attitude toward acceptance and inclusion of persons with disabilities in the community. They also act as a salesman. They sell the idea of hiring a teen or creating a custom-fit position in their company, or creating a place where volunteers are welcome. When job coaches talk to parents, they fill their role as a caring professional, willing to listen. When entering a school, the job coach becomes a partner with educators to ensure that the job coincides with the educational goals of the student. When job coaches are with the students, they are truly coaches: mentoring and encouraging students to develop the skills that will help them to become all that they can be.