Related Services


Student: Emphasis is on remediation or restoration of skills and promotion of behaviors to improve participation. Addresses resources intrinsic to the student such as body structures and functions, behavior, motivation and skills.


Task: Focus is on compensating student’s skills by modification of the physical and cognitive demands of an activity to improve student’s performance and participation. Emphasis is on resources extrinsic to the student such as materials used, or procedures followed to complete a task.


Environment: Focus is on compensating a student’s skills by modification and adaptation of the environment.


Locations – in and out of the school building

  • Several sunny fully equipped therapy rooms to provide specialized services

  • Services are push in, incorporated in classroom for inclusion

  • Pull-out to address unique needs in sensory gym, motor room, large or small gym

  • Art room

  • Large playground – common garden for academic and sensory learning

Specialized Adaptive Equipment

Supports multiple diagnoses so every child is included. May include wheelchairs, walkers, standers, specialized class chairs to support learning.

Provide in-school resources for splints, wheelchairs, adaptive seating.


Multisensory Approach:

Various visuals to stimulate

Tactile – theraputty, symbols,  scented play putty, raised surfaces (letters, numbers, pictures) to support low vision students

Outdoors field trips to nearby parks, gardens.



School based events: Community day, Family day, Holidays, Student Achievement Recognition Day.

Planning and integrating IEP goals into collaborative lessons in and out of the classroom focus on academics, play, socialization, work skills, and self-care.

Families: connect families with medical, leisure, extra-curriculum activities to support students’ overall needs.  Communicate with families to assist with carry-over of IEP goals to the home environment.    



  • Helps students access the academic environment and participate to the maximum extent possible in educationally related activities using multimodal and multilingual communication (ASL, AAC, gestures). Focusing on physical function of gross motor skills and independence in different settings as well as improving a student’s ability to participate in various school functions by remediating or compensating for musculoskeletal, neuromuscular, or cardiopulmonary impairments.


  • Planning and integrating IEP goals into collaborative lessons in and out of the classroom focus on gross motor skills and independence. 

  • Providing push-in collaborative services within the school building as well as when the students go on class trips.

  • Changing room with hoyer lift and electric hi-lo changing table for daily living skills for our differently abled school population.


  • Orthotic consultations with outside vendors (Enexia Healthcare) that accommodate students and their families by coming into school building to both assess and provide orthotics.

  • Durable Medical Equipment (DME) consultations with outside vendor (NSM seating) that accommodates students and their families by providing assessment and consultation in house.

  • Writing letters of medical justification for DME (walkers) to medical insurance companies for student personal use in their communities.


  • Continued professional development by attending International conferences, symposiums, forums and lectures to further expand knowledge of pediatric physical therapy and deaf awareness.

  • Provide certified clinical instruction to teach, instruct, and guide the development of physical therapy volunteers and graduate students. 


  • DME Storage that boasts: adaptive mobility products (gait trainers and walkers), positioning systems for special needs (standers, adjustable & adaptive seating equipment) and aquatic flotation devices.

  • A plethora of areas within the school building that offer play systems equipped with multi-sensory, gross motor skill acquisition equipment for differently abled kids.



Highly skilled speech language pathologists trained in implementing evidence-based interventions designed to help students become effective communicators.

Individual & Group Speech sessions are designed to address the development of:

Auditory Receptive Skills

Speech Reading

Speech Production

Expressive Language 

Receptive Language


Service Delivery Model: Therapy Room, Push -In to Classroom, Push In to Specials, Push-In to Cafeteria, Community Based Instruction


Multi modal approach to communication inclusive of:

American Sign Language

Spoken English

Picture Exchange Communication System

Mid Tech Augmentative Alternative Communication Devices

High Tech Augmentative Alternative Communication Devices


Feeding Therapy

Pediatric Dysphagia Management

Increase Oral Intake

Pediatric Sensory Based Feeding difficulties

Partner closely with medical professionals and families to provide holistic approach to feeding therapy


Assistive Technology Lending Library

Adapted Toys

Adapted Keyboards

Bluetooth Switches

Sensor Switches

PECS Communication Books

Mid Tech Devices (i.e., Go Talk +9)

High Tech Devices (i.e. iPads)

AMDI Cases for iPads

Mounting Plates for AAC devices

Communication APPS- Proloquo2Go, TouchChat, PECS IV, Go Talk NOW

Writing APPS- Pictello, CoWriter

Math Computation APPS- Splash Math K-5, IXL, My Math, Visual Multiplication, FasTT Math NG for Schools, Teaching Number lines


Staff Credentials

ALL speech therapists are CCC -SLP and Certified PECS Implementers

Other certifications include Hanen, Prompt Therapy, Sequential Oral Sensory Approach to Feeding 

© 2020 St. Francis de Sales School for the Deaf in Brooklyn. All Rights Reserved.

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