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Norwood's Related Services team consists of a full-time Board-Certified Behavior Analyst, 2 Speech Language Pathologists, an Occupational Therapist, and a Physical Therapist. Additional services are provided by a Region III Board-Certified Behavior Analyst, as well as an LCSW who provides supplemental IEP-driven counseling. Bergen County Special Services also supports Norwood's students through a multitude of related services such a Audlogical Services, Teacher of the Deaf, and ABA services.
While these services can greatly benefit students with disabilities, it's important to understand that not all of them are automatically considered "related services" under the law. For example, a student with a speech impairment that does not impact their educational performance may not be eligible for speech and language therapy. The key is that the service must be necessary for the student to access and make progress in their education.
Parents will be notified in advance whenever possible if their child will be receiving any related services, and the district will work to keep families informed and involved in decision-making. Additionally, if a student is absent for an extended period, medical considerations will be discussed within the context of their Individualized Education Program (IEP), and compensatory education may be considered on an individual basis.
The goal is always to ensure that every student receives the appropriate services to help them thrive in their educational environment, and that families are fully involved and aware of any services being provided.
Some students may require additional services alongside their Special Education program to support their overall development and success. These services are designed to address specific needs that are important for the student to fully benefit from their education. Some of the services that might be offered include:
Speech and Language Therapy
Physical Therapy
Occupational Therapy
Counseling Services
School Health Services
Adaptive Physical Education
Sign Language Interpreter for the Hearing Impaired
Reader Services for the Visually Impaired
Orientation and Mobility Instruction
Special Transportation
Assistive Technology Services
Elizabeth Belfiore, Speech Language Pathologist
201-768-6363
Mrs. Belfiore has been working at Norwood Public School as the district's preschool speech language specialist since 2019. Mrs. Belfiore received her bachelor's degree in Speech Language Pathology and Audiology from the Richard Stockton College of New Jersey and my master's degree in Speech Language Pathology from Seton Hall University. She has experience in working in a variety of settings, including charter and public schools, private practice, clinics, outpatient pediatrics, hippotherapy, and early intervention. Mrs. Belfiore is most passionate about working with young language learners and their families in helping children communicate in various ways and finding their voice. When she is not at school, she enjoys reading, getting involved in the community, and spending time with her husband and three children.
Role of Norwood's Speech Therapists
A speech therapist, or speech-language pathologist (SLP), in schools plays a vital role in helping students improve their communication skills, which are essential for both academic success and social interactions. They work with students who have speech, language, voice, or fluency disorders, addressing challenges like difficulty pronouncing words, trouble understanding or using language, or stuttering.
Speech therapists assess and diagnose communication disorders by conducting evaluations and observing students in different settings. They then create personalized therapy plans to target specific areas of difficulty, whether it's improving articulation, building vocabulary, enhancing social communication skills, or working on fluency. Therapy sessions may involve exercises, games, and strategies that encourage students to practice speech and language skills in a fun and engaging way.
In addition to individual therapy, speech therapists often work closely with teachers, parents, and other school staff to support students' needs in the classroom. They may provide strategies for teachers to use in class to help students communicate more effectively, and they might offer guidance on how to modify assignments or classroom activities to ensure students can participate fully. Speech therapists may also work with students who have special education needs or help children who are learning English as a second language.
Sheila Esposito, M.A.CCC/SLP
201-768-6363 x60207
Mrs. Esposito has been a speech therapist for 36 years. She started her career in the Pennsylvania school system for 3 years. After moving to NJ, she spent 4 years in pediatric head trauma at the Institute for Child Development at Hackensack Meridian Hospital. Mrs. Esposito then began her career at the Valley program and was in the pioneering original preschool Valley class for 6 years. Mrs. Esposito joined Norwood 23 years ago. Mrs. Esposito enjoys spending time with her 4 grown children.
Laurie Zeltzer, MS/OTR/L
201-768-6363
Laurie Zeltzer is the district occupational therapist at Norwood Public School, with a Master’s in Occupational Therapy and two Bachelor of Science degrees. She is committed to providing personalized therapy to help students achieve greater functional independence in the school setting. Outside of work, Mrs. Zeltzer enjoys spending time with her family and yellow lab, being outdoors, watching her kids participate in their favorite sports and activities, and playing racquet sports like tennis, padel, and pickleball.
Role of Norwood's Occupational Therapist
An occupational therapist (OT) in schools helps students develop the skills they need to successfully participate in everyday school activities and tasks. Their role focuses on supporting students who have physical, sensory, or cognitive challenges that impact their ability to engage in learning and social interactions.
Occupational therapists assess students’ fine motor skills, hand-eye coordination, sensory processing abilities, and overall functional skills. They work with students who may struggle with tasks like writing, using scissors, tying shoes, or organizing materials. OTs also help students with sensory processing issues, like those who may be overly sensitive to sounds, textures, or lights, which can make it difficult for them to focus in the classroom or interact with peers.
Once assessments are complete, OTs develop individualized treatment plans that may involve one-on-one therapy, small group sessions, or classroom-based interventions. They use various techniques, such as exercises, games, and sensory activities, to help students build or improve specific skills, like fine motor coordination or self-regulation.
In addition to direct therapy, OTs collaborate with teachers, parents, and other school staff to create strategies and modifications that support the student's needs in the classroom. This could include adapting classroom environments, providing assistive technology, or offering suggestions for classroom routines that help students succeed.
Overall, the goal of a school occupational therapist is to empower students to participate fully in school life, from completing classroom tasks to engaging in social activities, so they can reach their full academic and personal potential.
Iveriana AhKao, BCBA
201-768-6363 x60126
Mrs. AhKao comes from a mental health and counseling background working with individuals with Intellectual Disabilities before moving to the BCBA role, and has a wealth of experience. In her role as a BCBA, Mrs. AhKao is focusing on the ABA preschool program, supporting students by conducting Functional Behavioral Assessments and developing Behavior Intervention Plans, as well as providing interventions as part of the MTSS program providing targeted interventions, and working collaboratively with teachers and specialists to ensure that each student receives the support they need at the appropriate level.
Role of Norwood's Board Certified Behavior Analyst (BCBA)
A Board-Certified Behavior Analyst (BCBA) in New Jersey schools plays a critical role in supporting students with behavioral challenges, particularly those with autism spectrum disorder (ASD) or other developmental disabilities. BCBAs apply the principles of Applied Behavior Analysis (ABA) to assess, develop, and implement strategies that promote positive behavior and address challenging behaviors in students.
The primary responsibility of a BCBA in schools is to conduct thorough behavioral assessments. This may include observing students in different settings, collecting data on their behaviors, and identifying triggers or patterns that contribute to undesirable behaviors. Based on the findings, BCBAs design individualized behavior intervention plans (BIPs) that outline specific goals, interventions, and techniques aimed at improving students’ behaviors, social skills, and overall functioning.
BCBAs work closely with teachers, special education staff, and parents to ensure consistent implementation of behavior plans across all settings. They may provide training and support to school staff on behavior management techniques, communication strategies, and how to reinforce positive behaviors. BCBAs also monitor the effectiveness of interventions through ongoing data collection and analysis, making adjustments as needed to ensure progress.
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