PS 204 is an inclusive school community. Students of all abilities are welcome to participate in school activities and are all members of our learning community.
Special Education Support services, commonly referred to as “related services”, are required to assist a student with a disability to benefit from instruction. Based upon a student’s Individualized Educational Plan (IEP), related support services may be provided. Related services may be the only special education service given to a child, or they may be provided along with other special education services such as special class services. PS 204 has a range of classes to meet the needs to diverse learners ranging from 12:1 classes to ICT (Integrated Co-Teach) classes to General Education classes with support services.
Related support services are intended to assist the student to meet the objectives of his or her instructional program; be involved in the general education curriculum; experience success in his or her classroom setting; and be educated with non-disabled peers.
If you suspect your child may have a learning disability or continues to struggle in school, contact your child’s teacher. For more information about Support Services and Referrals for Students with Disabilities, please click here!
About Our Support Services
The following related support services are currently available at PS 204:
SETSS: Special Education Teacher Support Services with Ms. Jacob.
OT: Occupational Therapy with Ms. Finkelstein
PT: Physical Therapy with Ms. Lugay
Speech and Language Therapy with Ms. Macchia
Counseling with Mr. Peace
AIS: Academic Intervention Services with Ms. Garcia
APE: Adaptive Physical Education
SETSS: Special Education Teacher Support Services
Specially designed and/or supplemental instruction provided by a special education teacher can help your child stay in the general education classroom.
The special education teacher may work directly or indirectly with your child (or your child and up to 8 other children together) and provide direct specially designed and/or supplemental instruction to your child. The special education teacher may adapt the subject matter (“modified curriculum”) and/ or use visual aids, highlighted work sheets, simpliﬁed directions, and other kinds of “modified instruction.” The special education teacher may also work with your child’s general education teacher to adjust the learning environment and/or modify and adapt instructional techniques and methods to meet your child’s individual needs. SETSS may be provided for as few as 3 hours per week and as much as 50% of each day.
Speech/Language therapy is provided by teachers of speech improvement. It is designed to address deficits in a student’s auditory processing, articulation/phonological skills, comprehension and use of semantics, syntax, pragmatics, voice production and fluency.
Speech/language therapy may be recommended for a student with a communication problem, including problems of language comprehension and expressive language which adversely affect school performance. In addition, it may be recommended for students with speech production skills whose speech is unintelligible or not commensurate with the student’s total profile, including cognitive development which adversely affect his or her educational performance. Students who function below a six month old cognitive level may not be ready for speech/language therapy as a related service but rather should receive sensory or language stimulation as part of their primary program.
Visit MommySpeechTherapy.com to get some helpful hints when working with your child’s speech skills.
OT – Occupational Therapy
Occupational Therapy emphasizes independence in activities of daily living (e.g. dressing, feeding, money management), skill acquisition (e.g. self management skills, vocational skills) and school participation in various settings including the classroom, cafeteria, bathroom, and playground. Occupational Therapy is designed to maintain, improve or restore function of students in all educationally related activities including neuromusculoskeletal function (e.g. range of motion, muscle strength, endurance, postural control), motor function (e.g. fine motor skills, oral motor control, visual motor integration), sensory and perceptual function (e.g. integrating and processing of tactile, visual, auditory information), cognitive function (e.g. attention, memory) and psychosocial function (e.g. self-concept, interpersonal skills).
Visit OTinnovations.com for additional helpful resources.
PT – Physical Therapy
Physical Therapy is one of the related services under Part B of IDEA that may be provided to support a student’s Individualized Education Program. School-based PTs work collaboratively with the student’s IEP team and participate in evaluation, program, planning, intervention, and monitoring the outcome of the intervention.
School-based PTs assess the gross motor skills of students with atypical development including balance, coordination, posture, and mobility within the school environment. They identify possible architectural barriers; evaluate seating and positioning needs; provide equipment recommendations.
School-based PTs help define student strengths and needs and their impact on school performance. Interventions may or may not be provided directly with the student. Collaborating with school staff to modify the student’s environment and their daily school activities is always a part of school therapy. School-based PTs help train school staff on ways to incorporate interventions and practice of motor skills into the classroom schedule.
APE: Adaptive Physical Education
APE is developmentally appropriate physical education for students with disabilities. APE teachers adapt, modify, and/or change a physical activity so that it is as appropriate for the person with a disability as it is for a person without a disability. Physical education class and physical activities can be modified and/or changed in numerous ways. The goal is for ALL students to fully participate in an appropriate physical education program.
APE is available to those who have significant motor disabilities. APE must be written on a students IEP in order to be eligible for the service. APE is taught by a licensed physical education instructors, in small group settings.
These services are designed to improve social and emotional functioning in the areas of appropriate school behavior, discipline, self control, conflict resolution if your child is experiencing difficulty interacting appropriately with adults or peers, withdrawal or acting out, low self-esteem or poor coping skills that significantly interfere with learning. If your child requires services from a particular provider (e.g., guidance counselor, school psychologist or social worker), that must be specified in the IEP.