Freedom Hill Elementary School

1945 Lord Fairfax Rd, Vienna, VA 22182
Main Office 703-506-7800 | Fax 703-506-7897
Attendance Line 703-506-7878 | Clinic 703-506-7810

Principal: Tim Stanley
Assistant Principal: Jessica Lewis

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Special Education Itinerants
Kristin Eddy, Occupational Therapist
Jane Fragola, Physical Therapist
Anniet Glenn, Physical Therapist Assistant
Sara Logan, Speech Language Pathologist
Margaret Maroney, Speech Lanuagage Pathologist
Karen McCormack, Occupational Therapist

Students who are eligible for special education services may require the additional support of a related service, defined as a service that is required to assist a child with a disability to benefit from special education. (Please note that related services are available only to students who are eligible for special education services.) Following the determination of the need for special education services, the IEP team may determine what related services, if any, are necessary for the student to benefit from the education program. The IEP team then identifies the service(s) on the IEP, decides who will deliver the support, and determines the least restrictive environment in which the service(s) can be provided. The classroom teacher or other appropriate specialists may deliver the service. The goal for related services is to provide the student with an education program based on the student’s individual needs. Like all special education services, related services should support the student’s access to the general education curriculum, i.e., support curriculum goals, with as little disruption as possible to the instructional program.

• Occupational therapy services: Occupational therapists (OTs) address an individual’s ability to participate in life activities. In the schools, occupational therapy (OT) is a related service that assists students who receive special education services and who may require additional support to access and participate in their special education activities. OTs work closely with teachers and other professionals to identify and establish interventions, including adaptations and modifications, that will help students be more successful in the educational setting. It is important to understand that in the educational setting, OT serves as a support to the instructional program, not as a “stand-alone” service.
  http://www.fcps.edu/dss/sei/PTOT/index.htm
  

• Physical therapy services: Physical therapy services in educational settings help children participate in their educational programs.  School-based physical therapists (PTs) support students who (1) require interventions to improve the development of motor skills needed to move about the educational setting and/or (2) need equipment or environmental adaptations to participate in school activities.  PTs work closely with teachers and other school professionals to assess the needs of the students and establish plans that will help students access their instructional programs and be more successful in their educational settings. 
  http://www.fcps.edu/dss/sei/PTOT/index.htm
  

• Speech and language services: Identifying, assessing, and diagnosing specific communication deficits; providing habilitation for communication deficits; and counseling and guiding teachers, children, and parents regarding communication impairments.

  The focus of speech-language pathologists in our schools is to facilitate the development of effective and efficient communication skills so that students may participate as fully as possible in educational, social, and vocational interactions. Working as members of school-based teams, the speech-language pathologist participates in the prevention, identification, assessment, evaluation, eligibility determination, treatment plan development, and treatment management of those students with disorders in the areas of speech and/or language. The speech-language service is an itinerant program where speech-language pathologists travel among schools and centers not only to meet the needs of those populations, but also to capitalize on the specific skill sets, expertise, and specialized training possessed by each individual professional.

  Speech-language services are designed and delivered in a variety of ways across multiple settings to best meet the individual student’s needs. Decisions regarding particular service delivery models are based on a variety of factors including the type and/or severity of the weakness, its impact on the student’s ability to access the curriculum and/or effectively navigate through meaningful social interactions, and integration of services with educational experiences. A speech-language pathologist and the team with which he/she consults strive to provide services that are:
  
  • Curriculum based,
  • Outcome oriented,
  • Integrated with educational activities,
  • Diagnostic in nature, dynamic and changing as the student’s needs change,
  • Based on research-proven strategies, and
  • Designed to ensure access to the student’s curriculum.

  http://www.fcps.edu/dss/sei/speechlanguage/index.htm