The role of the OT is to provide the teacher or paraprofessional with strategies and equipment to enhance their academic environment. OT focuses on fine motor, visual motor, assistive technology, sensory processing, and self-care skills as it relates to the school routine. The services include contact with the child and activities that relate to the child, such as phone calls to vendors and doctors, IEP meetings, working with equipment needs, assistive technology, and accessibility issues, and training/consulting with parents, teachers, and paraprofessionals.
A Psychometrist is a multidisciplinary team member, who is responsible for participating and recommending appropriate assessments during the referral and eligibility process. The primary responsibility of a Psychometrist is to administer and score intellectual and behavioral assessments. During the eligibility meeting, a Psychometrist is responsible for interpreting the assessment results and relating it to learning. As an assessment resource, a Psychometrist is available to assist all special education staff, including gifted, on the administration and scoring of assessments. Recently, Psychometrists have begun conducting vision and hearing screeners in addition to some achievement testing in order to increase the instructional time speech language pathologists and special education teachers spend in classrooms.
School-based physical therapy services are provided to students across the county spanning from preschool to age 21. Physical therapy services may include consultation with the student’s teacher/classroom staff, evaluation for adaptive equipment, evaluation of school accessibility, coordination/collaboration with other services providers, communication with doctors and parents, and direct physical therapy services. Direct PT services must address a student’s potential to reach a higher level of functioning within the school environment. PT services in Pike Road City Schools are provided by physical therapists.
Speech Language Pathologists
Students are served in general education classrooms and/or resource classrooms. A student’s speech skills must adversely affect classroom performance. This means documentation of an adverse affect must be presented (for example, a writing sample where the student substitutes w for r).