Related Services

School psychologists are assigned to every school in the Richmond City Public Schools (RPS). They regularly consult and collaborate with teachers, families, administrators, and students to help create the most optimal learning environment possible.

• Provide counseling and mentoring for students struggling with social, emotional, and behavioral problems. -
• Consultation with teachers/students/parents/administrators to identify and address learning and behavioral problems that interfere with school success.
• Psycho-educational assessments of children from preschool through 12th grade, in order to evaluate student abilities, as well as address the emotional and social factors that influence learning.
• Work to increase achievement by assessing barriers to learning and determining the best instructional strategies to improve learning.
• Prevention/intervention in areas such as problem-solving, self-regulation, anger management, suicide and self-esteem.
• In-service trainings for teachers and administrators.
• Design and implement academic and behavioral supports.
• Crisis intervention.

Speech-Language Pathology services are provided for students who meet the eligibility requirements for Speech-Language Impairment as the student's primary disability, or if an IEP team agrees that the student requires speech and language services as a related service. Speech-Language Impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance. Students with swallowing disorders or dysphagia can also receive services from speech-language pathologists (SLPs) in Virginia public schools.

All students who have IEPs that specify the provision of speech-language services must receive those services by a qualified Speech-Language Pathologist (Virginia Special Education Regulations, 8 VAC 20-81-40). Speech-Language Pathologists serving students in Richmond Public Schools must hold a license issued by the Virginia Board of Audiology and Speech-Language Pathology. In addition, Virginia Special Education Regulations specify that the special education provider on the IEP Team will be a speech-language pathologist for students whose only disability is speech-language impairment.

A Speech-Language Pathologist is assigned to each school within the Richmond Public School District. In addition, Speech-Language Pathologists are assigned to provide speech and language services as required to students enrolled in the preschool centers, specialty schools, private schools and private day schools. Speech-Language Pathologists may provide itinerant services in two or more settings.

Students may receive hearing screenings via parent referral, as well as as a component to the child find or eligibility process. In addition, federal and state guidelines mandate that all students new to the division, Kindergarten, 3rd, 7th and 10th grade students must have their hearing screened. Students who fail the screening after two attempts may be referred to the Richmond Public School's Educational Audiologist for additional evaluation.

RPS provides occupational therapy (OT) and physical therapy (PT) as related services to special education when a student requires the service in order to benefit from their educational program. These therapists work closely with teachers and school teams to identify and establish solutions and/or adaptations that will help students to participate as fully as possible in their school settings. As team members, therapists share information and integrate their specialized knowledge in development, motor learning and task performance to provide a unique perspective within the educational environment. OT and/or PT services may be indicated when a student eligible for special education is unable to make progress without that unique service. The appropriateness and extent of OT and PT services provided by a school division is related to the educational needs rather than the medical needs of a student with a disability.

School-based therapy interventions are best provided as a part of the student’s daily routine and may include adapting student activities, developing increased practice opportunities, providing positioning advice, monitoring equipment or therapeutic programs, and team problem solving. The least restrictive environment is a critical team consideration in determining the mode and frequency of OT and PT services. Services may be provided directly with the student or through collaboration, materials modification, and/or through staff/team training and should be delivered in the least restrictive way. A student’s need for services will vary over time. Services and accommodations are reflected in the educational plan and should always be based on immediate educational needs.

Our OT and PT staff are licensed through the Virginia Board of Medicine and Department of Health Professions; and provide evidence based interventions and best practices for school services as guided by the American Occupational Therapy Association (AOTA), American Physical Therapy Association (APTA) and the Virginia Department of Education (VDOE).

Assistive technology (AT) is any device or service that allows a student with a disability greater independence, access to participate in the general education curriculum, greater opportunity to progress toward their educational goals, and opportunities for inclusion with their student peers. Assistive technology devices range from low-tech tools such as pencil grips, highlighters and reading guides to high-tech items like computers, software programs and applications, and communication devices.

Richmond City Public Schools has a team of AT specialists who can work with students in special education to evaluate the necessity of AT in order for the student to access their educational setting and curriculum. This team consists of occupational therapists, physical therapists, speech language pathologists, special educators and other professionals. The AT team facilitates evaluation and determining need for AT, obtaining the AT, set up and training for use of the AT, modification and replacement of the AT as needed.

The IEP team is responsible for consideration and AT decision making; resources are available to them to support this process. Related services staff and AT team specialists can support and assist teams in AT consideration.

Adapted Physical Education (APE) is physical education that has been adapted or modified so that it is as appropriate for the person with a disability as it is for a person without a disability.

Physical education services can take many forms depending on the needs of the student. Many students with disabilities are able to participate in the general physical education program. Some can participate with accommodations; some may require adapted instructional methods or equipment and may require consultation with an APE teacher. Some students may require a collaborative effort between the PE teacher and the APE teacher in order to remain in the least restrictive environment. A few students may require specially designed programming outside of the regular physical education classroom.

APE is a direct service, which means that physical education needs to be provided to the student with a disability as part of their special education services. This is in contrast with related services which are provided only if the student requires them to access instruction and the school setting.