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Educational Therapy Services

Our therapists provide a comprehensive approach to services by carefully observing and considering the strengths and needs of each individual. We also evaluate the student’s school environment to decide the best ways to utilize strengths and optimize achievements.

The hallmark of our success is our collaborative, customized approach, implemented by our educational therapy teams. Our managers are all experienced, licensed school-based clinicians.

Evidence-Based Intervention Model Supports Your Students’ Unique Needs

  • Screening and pre-referral processes
    • RtII Strategies, handwriting and sensory programs, teacher consultation, training and equipment recommendations for students with a variety of needs
  • Evaluations
    • Identify student’s current performance level
    • Determine underlying reasons for problems interfering with function in the general curriculum
    • Determine strengths, needs, and priorities
    • Make recommendations to the team for the amount of service that would be in the best interest of the child
  • Direct treatment and consultative services for students with IEPs and 504 plans in individual or group settings
    • Handwriting skills
    • Gross motor skills
    • Coordination skills
    • Fine motor hand skills
    • Environmental modification
    • Functional mobility
    • Applied behavior analysis
    • Language skills
    • Autism spectrum disorders and interventions
    • Equipment assessment
    • Life skills/self-care skills
    • Seating and positioning
    • School-based sensory assessment and intervention
  • Student-based reporting
  • Progress monitoring
  • Transition planning
  • Discharge planning
  • Trainings and inservices for parents, teachers, and paraprofessionals

After analyzing evaluation data, therapists formulate professional opinions that take into consideration the least disruptive intervention in order for the child to receive the maximum benefit from their academic program.

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“As always, you were very thorough in explaining what [the student] can do in the classroom as well as what you want him to accomplish. It was evident that you all have high expectations for him. It is always nice to hear such positive rapport between the team to ensure the best interest of the child. He is lucky to have you all supporting him!”

– B. F., Principal