District Departments

Google Translate

Support Staff

Speech & Language Services: 
Speech and Language services are provided to students who need this intervention in order to benefit from instruction. Service delivery can be a pull-out model, inclusive model, or consultation model. Articulation services are provided to increase intelligibility of phonemic production. Building level services are provided to students in grades K-6 who are not classified but require additional support in matriculation and language development for students.
 
Psychological Services: 
Psychologists provide support for all district students. Psychologists complete evaluations as mandated by the Committee on Special Education. The school psychologist will complete functional behavior assessments, behavior intervention plans and provide counseling and emotional support to improve the student’s ability to function in the classroom.

School psychologists advise parents, staff, and administrators on a variety of issues dealing with a student's psychological health and how it impacts a student’s learning. Behavior scales are administered and characteristics of attentional issues are identified by the school psychologists. The school psychologist is an integral member of each building level Crisis Intervention Team. 
    
Social Worker Services:
The role of the social worker is varied and diverse. Services include assisting students with developing appropriate conflict resolution, social skills, and appropriate peer interactions. In addition, the social worker serves as a liaison between the school and community agencies to provide outside supports for students and their families. The social worker supports teachers by observing students in the classroom setting and offering suggestions on how to best provide for these students. The social worker is part of the crisis intervention team, which mobilizes supports for students, families, and staff.  
    
Occupational Therapy/Physical Therapy: 
OT and PT support are offered when impact on classroom performance is indicated.  Our district is currently employing OT and PT therapists on staff. Skills and activities are provided to improve fine and gross motor functioning as well as sensory integration. Service models include individual pull-out, group therapy, and in class activities, as well as consultation for staff and parents.  
    
Teacher of the Visually Impaired:
Services are provided through a district-employed Teacher of the Visually Impaired who offers student training, materials, equipment, enlarged print books, and mobility training. These services include training for the staff to better understand the needs and issues facing students whose vision impairs functioning without support in the classroom setting. 
    
Assistive Technology Training Center/West Patent Elementary School:
The mission of the Assistive Technology Program is to help each and every student with special needs realize his or her full potential and to become a productive and independent learner who is able to use assistive technology to effectively access their curriculum. We recognize that assistive technology can eliminate barriers and enable students with disabilities to be participating and contributing members of society.

We believe that the learning environment must be flexible and responsive to the individual learning needs of students with disabilities. We accept the responsibility to provide assistive technology services to assist the educational program of a student with a disability.

Therefore, the goal of the Assistive Technology Multi-Disciplinary Team is to facilitate access to the curriculum through the use of Assistive Technology services and/or devices for students with special needs served by the Bedford Central School District. 
    
Assistive Technology Team Services:
To ensure that students with disabilities have access to the assistive technology devices and services that they need in order to participate in and benefit from their educational program by:  

  • supporting the Committee of Special Education by providing guidance in the decision making process which will evaluate the appropriateness of assistive technology tools or intervention strategies
  • developing a referral system that will facilitate access for student assessment in the area of Assistive Technology
  • providing comprehensive, multi-disciplinary evaluations that will help students with disabilities participate in their educational program
  • consulting and assessing (through observations, interviews, and the collection of data from formal and informal tests, directly assessing the student)
  • training students, parents, and staff in the use of assistive technology devices
  • offering staff development opportunities to share information concerning assistive technology tools, and strategies
  • encouraging the use of Universal Design Features found in common application, or computer operating systems
  • sharing, exchanging, and obtaining information about Assistive Technology with neighboring school districts
  • continuing to receive training and opportunities to update skills required so that the team can continue to offer state of the art services and interventions
  • understanding that we must utilize outside agencies, in instances when we are not able or capable of providing assistance for students requiring extensive assistive technology services.