Transition coordination involves working with school districts, individual schools, teams, families and agencies to develop processes, programs, and opportunities leading to successful school and post school experiences.
Assistive Technology Services are provided through the BCIU assistive technology team assisting educators, students and family members as they select,acquire, train and use assistive technology systems. The main areas of assistive technology covered by the team are: augmentative communication, writing tools/computer access, adapted switches,environmental controls, assistive listening equipment for individuals who are deaf or hard of hearing, and access technology for individuals with visual impairments.
Behavior management has long been expressed as a priority need by educators. In order to build effective positive behavior supports in schools, it is important to focus on the interactive relationships between student behavior and the context in which it occurs. This is accomplished through a comprehensive systems approach which considers schoolwide, setting-specific, classroom-based, individual student environments and utilization of positive behavior techniques.
A growing number of children and their families are in need of supportive services from various child-serving systems of Pennsylvania to be successful in school. Interagency Coordinators, based at intermediate units, work in collaboration with local school districts and County Child and Adolescent Services System (CASSP) coordinators to enhance access for families to inclusive and well-integrated services. The major emphasis is on using a collaborative, interagency approach to identify and coordinate appropriate community resources and services, resolve identified barriers to families’ access to services and engage community agencies to facilitate appropriate educational programming and placements.
Technical assistance and support is available to school districts with regard to Pennsylvania and Federal regulations, standards, policies, and legal precedents affecting special education including Individuals with Disabilities Education Act (IDEA), PA Special Education Regulations, IEP Development, Section 504 Service Agreements, Chapter 15 Protected Handicapped, PSSA/PASA, Inclusive Practices and Supplementary Aids & Services.
Response to Intervention, Progress Monitoring, Reading, Math Training and consultation is available to develop and implement a comprehensive multi-tiered intervention system to enable early identification and implementation of scientifically-based researched interventions for students at academic and behavioral risk. Technical assistance can be provided on universal screening and progress monitoring, the ongoing processes for collecting and analyzing data utilized for instructional decision-making which enhances schoolwide improvement.
The development of literacy skills and proficiency in mathematics is of paramount importance for all students; assisting teachers to modify and adapt curriculum to ensure optimal growth for all learners is a primary goal. Technical assistance is available in systematic reading and math instruction.
Autism is defined as a developmental disability significantly affecting verbal and nonverbal communication, social interaction, and varied behavioral responses. Information and resources are available to assist school district staff and parents in providing effective programming for students with autism.
These may include:
• behavior plans
• social skills training
• IEP development
• community education
• curriculum adaptation