Assistive Technology (AT)

Audiology Services (AU)

Audiology services may be considered to support students whose hearing needs impact access to and participation in the educational environment. The need for audiology services is determined through the evaluation and IEP process based on individual student needs.

Audiology services may include hearing screenings, consultation, assessment of hearing-related needs, support for amplification systems, and collaboration with staff and families. The type, frequency, and duration of services are determined by the IEP team and may vary based on individual student needs.

Deaf/Hard of Hearing Services (DHH)

The Deaf Education team supports students who are deaf or hard of hearing whose needs are identified through the evaluation and IEP process. Services may focus on communication, language, and literacy development in the language and modality determined appropriate based on individual student needs.

Students who are deaf and/or hard of hearing may be considered for a range of service delivery options, including supports at the neighborhood school and, when appropriate, more specialized or center-based programming. Placement decisions are made by the IEP team based on individual student needs, with consideration given to the least restrictive environment.

Based on individual needs, services may include consultation, direct instruction, audiology services, interpreting services, and/or sign language support. When students participate in specialized or center-based programming, instruction may be provided individually or in small groups by appropriately licensed staff, including teachers of the deaf and hard of hearing. The type, frequency, and duration of services are determined by the IEP team & may vary based on individual student needs.

Music Therapy (MT)

Music therapy services may be considered to support a student’s access to and participation in the educational environment through music-based interventions. Services, if determined necessary, are based on individual student needs identified through the evaluation and IEP process.

Music therapy services may address areas such as communication, social-emotional development, behavior, motor skills, and engagement as they relate to educational access and participation. The type, frequency, and duration of services are determined by the IEP team and may vary based on individual student needs.

Occupational Therapy (OT)

Physical therapy services may be considered to support a student’s access to and participation in the educational environment. Services, if determined necessary, are based on individual student needs identified through the evaluation and IEP process.

Physical therapy services may address areas such as gross motor skills, positioning, mobility, strength, and endurance as they relate to educational access and participation. The type, frequency, and duration of services are determined by the IEP team and may vary based on individual student needs.

Physical Therapy (PT)

Physical therapy services may be provided to support a student’s physical access and mobility within the school environment. Services may address gross motor skills, positioning, mobility, strength, and endurance needed for participation in educational activities, as determined appropriate by the student’s IEP team.

Social Work Services (SW)

School social work services may be considered to address social, emotional, behavioral, or environmental factors that impact a student’s access to and participation in the educational environment. Services, if determined necessary, are provided based on individual student needs through the evaluation and IEP process.

School social work services may include consultation with staff and families, support for social-emotional needs, coordination of services, and connection to school or community resources. The type, frequency, and duration of services are determined by the IEP team and may vary based on individual student needs.

Speech & Language (SL) Services

Transition Services (TS)

Transition services may be considered for students to support movement from school to post-secondary outcomes such as education, employment, and independent living. Services, if provided, are determined by the IEP team based on individual student needs and may include instruction, planning, and community experiences.

Vision Services (VI)

The Vision Department in KCKPS supports students who are blind or visually impaired, including students who are deaf-blind, as determined appropriate through the IEP process. Services may include instruction and supports aligned with the Expanded Core Curriculum (ECC), which addresses areas that may not be learned incidentally through visual observation.

The Expanded Core Curriculum (ECC) includes nine areas: compensatory skills, orientation and mobility, social interaction skills, independent living skills, recreation and leisure, career education, assistive technology, sensory efficiency skills, and self-determination. Instruction in these areas may be considered based on individual student needs and educational impact.

Teachers of the Visually Impaired (TVIs), Orientation and Mobility (O&M) specialists, and braille transcribers may collaborate with school staff and families to support access to the educational environment. Services and supports are determined by the IEP team based on individual student needs and may vary.