Prince William County Public Schools

Adapted Physical Education (APE) is a related service for students in special education who are unable to participate in or benefit from the general physical education program. APE is a diversified program of developmental activities, games, sports, and rhythms, suited to the interests, capacities and limitations of students with disabilities who are unable to safely or successfully participate in the activities of the general physical education program.

APE teachers are certified to teach health and physical education. Services may be provided in one or more of the following ways:

1. Consulting with the general education physical education teacher so that the child may be included in regular physical education;
2. Attending the regular physical education class with the student to make adaptations/modifications in activities; or
3. Providing a separate class that is modified for the specific students' abilities.

APE Video Resources

Coming soon!

Educational sign language interpreting means services, such as sign language transliteration and interpreting services, oral transliteration services, cued speech/language transliteration services, transcription services (such as communication access real-time translation (CART), C-Print, and TypeWell), and interpreting services for students who are deaf-blind which are provided by personnel who meet the qualifications set forth in the Virginia regulations.

Overview of Services

Educational sign language interpreters enable students to access the curriculum by supporting them in their general education classes in accordance with their IEP. Within the classroom environment, the interpreter accurately conveys all auditory information to the students who are deaf or hard of hearing. This includes all verbal information as well as environmental information. The interpreter will provide spoken English for the student's signs. All information gleaned from conferences or personal interactions is kept confidential. The interpreter is not a teacher, teacher assistant, or tutor; although during the early grades, the interpreter may sometimes act as an intervener. In this role, the interpreter provides additional support for young children as they become more proficient signers and as they begin to learn how to use an interpreter effectively.

In special education, interpreting is considered a related service. That is, some students require interpreting due to their primary disability of hearing impairment. Therefore, sign language interpreters within the school setting are considered related service providers. When students require a related service such as interpreting, this is documented on their Individualized Education Program (IEP).

Occupational Therapy (OT) is a related service that helps students in special education achieve functional use of fine motor, visual motor, visual perceptual, and self-help skills, specifically relating to their educational needs. The OT staff is committed to working collaboratively with teachers, students, parents, and other IEP team members to develop strategies and adaptations/modifications that will help students achieve.

OT services are provided to students, ages 2 years old through high school graduation, when the IEP team decides that the student requires the related service of OT in order to benefit from his or her special education program. The student's IEP goals and objectives are developed and implemented by the IEP team. Services are provided in a combination of the following ways:

1. Working directly with the student.
2. Collaborating with the student's teacher.
3. Monitoring the student engaged in the classroom tasks.

Research supports the importance of students practicing skills in functional activities during routine tasks. The OT staff shares knowledge with teachers and parents so that the student can practice skills correctly throughout the day.

Occupational Therapists and Certified Occupational Therapy Assistants are certified by a national licensing board and they are also licensed through the Virginia Department of Health Professions.

Coming soon!

Physical Therapy (PT) is a related service that helps students in special education achieve functional use of gross motor skills, specifically relating to their educational needs.

The PT staff provides therapeutic interventions, modifications, adaptive equipment and/or instructional accommodations. The PT staff is committed to working collaboratively with teachers, students, parents, and other IEP team members to develop strategies and adaptations/modifications that will help students achieve.

PT services are provided to students, ages 2 years old through high school graduation, when the IEP team decides that the student requires the related service of PT in order to benefit from his or her special education program. The student's IEP goals and objectives are developed and implemented by the IEP team. Services are provided in a combination of the following ways:

1. Working directly with the student,
2. Collaborating with the student's teacher, and
3. Monitoring the student engaged in the classroom tasks.

Research supports the importance of students practicing skills in functional activities during routine tasks. The PT staff shares knowledge with teachers and parents so that the student can practice skills correctly throughout the day.

Physical Therapists and Licensed Physical Therapist Assistants must pass a national licensing exam and be licensed by the Virginia Department of Health Professions.

School psychologists promote educationally and psychologically healthy school environments to support student learning. School psychologists utilize current trends in research, assessment, intervention, referral, counseling, consultation, and crisis management to assess and provide appropriate services.

Specific duties and responsibilities include the following:

• Work collaboratively with all stakeholders in Launching Thriving Futures.
• Consult and collaborate with administrators, teachers, counselors, parents and community professionals in support of the division's Strategic Plan to promote student learning and health.
• Work with parents and community organizations to promote parent-school collaboration and serve as a resource for education and psychological knowledge.
• Provide support to teachers in developing effective instructional strategies to meet the needs of all students in the classroom through individual or group consultation.
• Review data and assess educational outcomes and the instructional implications for individual students and groups; assist in the development of instructional interventions, monitor individual student progress, evaluate the effectiveness of the instruction and propose modifications as necessary.
• Evaluate individual students using a variety of methods including, but not limited to, standardized, norm-referenced and curriculum-based assessment, observation, interviews and review of pertinent data to determine students' educational needs, and to design interventions to address those needs.
• Participate in the special education eligibility process, interpretations of psychological data, and review and synthesis of information to aid in determining appropriate educational services for students.
• Assist special education teachers in the development of appropriate goals, strategies and outcome measurement methods for students with special needs.
• Collaborate with school personnel to design, implement, and evaluate individual, classroom and schoolwide programs in classroom management, social skills, social problem solving, conflict resolution, decision making and life skills.
• Provide strategic individual and group counseling, classroom instruction, and consultation with school personnel and parents to promote positive student performance in the areas of social, emotional, and academic development.
• Assume a leadership role in school and divisionwide programs and initiatives which support students, school staff and families in a variety of crisis situations. This would include collaborating with school and community professionals in the prevention, response to and management of crisis events.
• Participate in the assessment of the seriousness of student threatening behaviors in order to determine an appropriate course of action. For students with disabilities who engage in threatening misbehavior, ensure that the students' rights are protected.
• Educate student, staff, and the community in the recognition and utilization of diverse talents and strengths of all individuals and groups in the division.
• Ensure that adequate safeguards for privacy and confidentiality of information are maintained according to division regulations and professional ethics.

PWCS Psychology Internships

Prince William County Public Schools (PWCS) is pleased to offer ten full-time internships in school psychology (Ed.S. and Ph.D.) to highly qualified applicants. The PWCS internship program provides interns with a wide range of experiences in order to meet the 1,200-hour requirement, as well as to enter the field as a well-prepared and competent school psychologist. The program begins two weeks prior to the date that the students' return so that there is adequate time for training and preparation. The PWCS Internship Program is designed to meet the NASP-approved 10 domains of practice.

Interns will work in a range of settings to acquire skills across all of these domains. The intern serves as the School Psychologist at one elementary school and shares selected responsibilities at one of his/her supervisor's schools. Additional placements involve site rotations at a middle school and high school, with the preschool population and/or additional special populations of students to be determined based on the intern's interests and needs. Interns will also participate in a variety of professional development training's and workshops throughout the school year to enhance skills and knowledge of PWCS policies and procedures in a variety of areas.

A stipend of $25,000 is provided as well as comparable sick leave, professional leave and travel reimbursement under the same guidelines as full-time employees Interns also receive a PWCS issued laptop, a badge, test kits, access to online scoring platforms and office supplies.

Speech or Language Impairment means there is an adverse effect on the child's educational performance and a significant discrepancy from typical communication skills in one or more of the following areas:

• Stuttering (fluency)
• Sound production (articulation)
• Using and understanding language
• Voice quality

Overview of Services

Speech-Language Pathologists evaluate and treat students, and serve on intervention, IEP, and eligibility teams in their schools.

Once eligible for Speech and language special education services, services are provided based on student needs. A variety of service delivery options are available to include consultative and direct and indirect intervention. Services are provided in special classes and in the general education setting.

Details and information