Related Services Department

The Related Services Department provides services to children with disabilities from birth to age 22. The District provides prevention and pre-referral services for students suspected of having an area of need, and provides intervention services to students with special needs who meet the service eligibility criteria under California Ed. Code. The need for Related Services is individual to each student, and is prescribed as part of the student’s Individualized Education Program (IEP). All service provision is based upon the student’s assessed need and is provided in accordance with the mandates of the IEP and state and federal guidelines.

The Related Service staff consists of over a thousand highly qualified providers serving in every school in the District. The providers all have current state licenses or credentials from the state of California in their field of expertise, and have received extensive training regarding current educational practices. Continuing education is provided yearly to broaden the provider's professional knowledge and enhance their ability to implement the latest research, technology and best practices.

You can find out more about related services provided to students by reading the descriptions below.

Language and Speech (LAS)

School-based language and speech (LAS) is a related service that supports the educational program for students who have a communication disorder which impacts their involvement and progress in the general education curriculum in one or more of the following areas:

Articulation: The production of speech sounds significantly interferes with communication and attracts adverse attention
Language: Inappropriate or inadequate acquisition in comprehension or expression of spoken language
Fluency: Difficulties which result in the abnormal flow of verbal expression to such a degree that they adversely affect communication
Voice: A voice that is characterized by persistent, defective vocal quality, pitch or loudness

Speech and Language Position Paper

When are Language and Speech Services Required?

Special education programs and services in California are governed by both federal law, as defined by the Individuals with Disabilities Education Act (IDEA), and state law, as defined by the California Education Code (CEC).
A student with a Speech or Language Impairment is defined as a pupil who has been "assessed as having a language or speech disorder which makes him or her eligible for special education and related services when he or she demonstrates difficulty understanding or using spoken language to such an extent that it adversely affects his or her educational performance and cannot be corrected without special education and related services" (CEC, Section 56333).
Children 3 - 22 years of age who meet criteria for special education services may be eligible for Language and Speech (LAS) services. School-based speech-language pathologists share in the decision-making process with the IEP team to determine how to best meet the educational needs of individual students.

Service Delivery

Classroom-based collaborative services and consultation with school staff, designed to maximize the student's communication skills for improved participation in curriculum activities.
Sessions are designed to build speech and language skills to support and enhance interactive communication skills through peer modeling. Service could take place either in the classroom or in a smaller setting outside of the classroom.
Services and supports may be delivered in-person or virtually (telepractice).

Tips for Helping Students

Articulation

Play activities which include sound awareness and discrimination, using songs, stories and games that emphasize letter sounds
Identify a "target sound of the week." Find objects that begin with the sound, make a sound book with pictures, and listen for the sound when reading stories

Language-Receptive, Expressive, Social/Pragmatic

Talk to your student about everything you do together
"Match plus one" - imitate the child's verbal expression and add one word to model expanded language at his/her appropriate learning level
Incorporate role-playing, story-telling and play-acting into activities
Encourage students to tell you what they want rather than anticipating their needs
Gain students' attention and have child repeat directions to check for understanding
Break instructions into smaller parts to assure comprehension
Make connections to the child’s life for understanding of new vocabulary
Use visuals to assist with story-telling and learning of daily routines
Read books to your child and ask questions on their level

Fluency

Minimize time pressures, interruptions, competition, and a barrage of questions
Model acceptance for individual differences
Accept and listen to the student's message

Voice

Consult with the school nurse about possible medical concerns
Provide opportunities for the student to speak in a normal tone of voice, minimizing situations where he or she will shout or scream

About our Providers

The Los Angeles Unified School District Speech and Language Program consists of a dedicated staff of over 600 qualified speech-language pathologists and speech-language pathology assistants. Our providers are state licensed and/or credentialed. Many are also certified by the American Speech-Language-Hearing Association (ASHA). Continuing education is supported by the District for our providers to maintain a keen awareness of the latest research, technology and best clinical practices.

District providers have training to support the wide variety of needs of the students we serve:

Intensive Language Education After School Program (ILEAP)
Augmentative and Alternative Communication (AAC)
Bilingual Assessment
Preschool Assessment

Contact Information

Adapted Physical Education (APE)

Adapted Physical Education (APE) is a diversified program of developmental gross motor activities, games, sports, and rhythms suited to the interests, capacities and limitations of students with disabilities who may not safely and/or successfully engage in unrestricted participation in the vigorous activities of the general physical education program, modified general physical education program or in a specially designed physical education program in a special day program. Services are based on need and not generalizations from categorical conditions.

Adapted Physical Education Program Brochure

Adapted Physical Education Position Paper

Adapted Physical Education Sports Programs

LAUSD offers a variety of sports opportunities for students with special needs. Students of all ages have an opportunity to participate in a progression of athletics from lead-up sports activities to competitive team sports. APE teachers coach their students to be able to safely and successfully participate in sports. Similar to APE service delivery, the sports programs offered by LAUSD are tailored to meet the various needs of our students.

Special Olympics Partnership

In partnership with Special Olympics Southern California (SOSC), LAUSD offers two physical education/sports programs that span from ages 3 to 22. The programs offered promote inclusion and support the development of sports skills that promote successful participation in competitive sports. The partnership offers a positive foundation for activity between special education and general education students, and family members.

About our Teachers

The Los Angeles Unified School District employs approximately 200 highly qualified APE teachers. Teachers must hold:

A bachelor’s degree in kinesiology or a related subject area
A minimum of one teaching credential
An added authorization in adapted physical education

Many of our teachers are multilingual, National Board Certified, and also coach high school, collegiate, and/or Special Olympics sports. Our adapted physical educators’ service provision includes special education intervention in the areas of perceptual motor skills, locomotor skills, object control, physical fitness, and adaptive behaviors following a comprehensive standardized assessment by an APE teacher.

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Occupational Therapy (OT)

School-based occupational therapy (OT) is a related service included in the Individuals with Disabilities Education Act (IDEA). Children 3 to 22 years of age who meet criteria for special education services may be eligible for OT services. Service needs are determined upon completion of a school occupational therapy assessment and IEP team recommendation. School-based occupational therapists share in the decision-making process with the IEP team to determine how to meet the educational needs of individual students.

Occupational Therapy Brochure

Occupational Therapy Sensory Integration Brochure

Occupational Therapy Position Paper

School-Based Occupational Therapists

Occupational therapy primarily focuses on purposeful, goal directed activities that improve a student's functional performance during their school day. School-based occupational therapists:

Assess students within their educational setting, using a comprehensive approach to evaluate and assess a student’s needs in their educational environment as well as "The Educational Framework for Child Success" to determine their needs
Collaborate with team members, including students, parents, teachers, adapted physical education teachers, psychologists, speech therapists, orientation and mobility specialists, etc.
Provide services in the delivery model of individual or small group treatment, consultation, monitoring or environmental adaptations
Provide consultation to classroom teacher/staff/families and environmental modifications for students with disabilities to improve occupational performance within the educational environment

What is School-Based Occupational Therapy?

School-based occupational therapy is a support service to the student's educational program. School-based occupational therapists assess the following areas in the context of the educational environment:

Postural stability
Self-help skills
Fine motor skills
Sensory processing
Social and play abilities
Visual motor and perception
Task completion and organization

School-based occupational therapists use therapeutic activities that may improve a student's ability to function within the school environment in the areas of self-help, work and play. Occupational therapy intervention may include adaptation of tasks or the environment in order to enhance student performance.

The Educational Framework for Child Success (EFCS)

About our Therapists

The Los Angeles Unified School District Occupational Therapy and Physical Therapy Program consists of a growing staff of over 200 state licensed occupational therapists and occupational therapy assistants. The occupational therapists and the occupational therapy assistants are state licensed and many of the therapists on staff also hold a Master's or Doctoral degree. The staff members come from diverse backgrounds and have experience in a variety of settings. Some therapists are actively involved in research, teach University level courses, and have published literature related to the fields of occupational therapy and physical therapy. Additionally, District therapists participate in ongoing continuing education training in a variety of clinical areas.

Contact Information

Physical Therapy (PT)

School-based physical therapy (PT) is a related service included in the Individuals with Disabilities Education Act (IDEA). Children 3 to 22 years of age who meet criteria for special education services may be eligible for PT services. Service needs are determined upon completion of a physical therapy assessment and IEP team recommendation. School-based physical therapists share in the decision-making process with the IEP team to determine how to meet the educational needs of individual students.

Physical Therapy Program Brochure

Physical therapy primarily focuses on purposeful, goal directed activities that improve a student's functional performance during their school day. School-based physical therapists:

Assess students within their educational setting, using use a comprehensive approach to evaluate and assess a student’s needs in their educational environment as well as "The Educational Framework for Child Success" to determine their needs
Collaborate with team members, including students, parents, teachers, adapted physical education teachers, psychologists, speech therapists, orientation and mobility specialists, etc.
Provide services in the delivery model of individual or small group treatment, consultation, monitoring or environmental adaptations
Provide treatment, consultation to classroom teacher/staff/families, and environmental modifications for students with disabilities to improve performance and access within the educational environment

Physical Therapy Position Paper

School-Based Physical Therapists

Physical therapy primarily focuses on purposeful, goal directed activities that improve a student's functional performance during their school day. School-based physical therapists:

Assess students within their educational setting, using use a comprehensive approach to evaluate and assess a student’s needs in their educational environment as well as "The Educational Framework for Child Success" to determine their needs
Collaborate with team members, including students, parents, teachers, adapted physical education teachers, psychologists, speech therapists, orientation and mobility specialists, etc.
Provide services in the delivery model of individual or small group treatment, consultation, monitoring or environmental adaptations
Provide treatment, consultation to classroom teacher/staff/families, and environmental modifications for students with disabilities to improve performance and access within the educational environment

What is School-Based Physical Therapy?

School-based physical therapy is a support service to the student's educational program. School-based physical therapists use therapeutic activities that may improve a student's ability to physically access his educational environment. School-based physical therapists assess the following areas:

Postural control
Balance
Strength and stability
Motor control and coordination
Endurance
Functional mobility and accessibility within the educational environment
Gross motor skills

The Educational Framework for Child Success (EFCS)

About our Therapists

The Los Angeles Unified School District Occupational Therapy and Physical Therapy Program consists of a growing staff of over 40 state licensed physical therapists. Many of the therapists on staff also hold a Master's or Doctoral degree. The staff members come from diverse backgrounds and have experience in a variety of settings. Some therapists are actively involved in research, teach university level courses, and have published literature related to the field of physical therapy. Additionally, District therapists participate in ongoing continuing education training in a variety of clinical areas.

Contact Information

Assistive Technology (AT)

The Individuals with Disabilities Education Improvement Act (IDEA) and California special education law require that students with disabilities participate in general education curriculum, assessment, and accountability measures. The IDEA and California law also require that Individualized Education Program (IEP) teams consider whether students need assistive technology services and devices when developing IEPs.

Assistive Technology Program Brochure

Assistive Technology Position Paper

What is Assistive Technology?

Assistive Technology relates to the tools required to maintain, improve, or increase functional capabilities to bridge the gap between student’s performance and the demands of the curriculum. Assistive Technology devices and services are defined in the IDEA as:

The term assistive technology device refers to any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified or customized that is used to increase, maintain, or improve functional capabilities of a child with a disability.
The term assistive technology service refers to any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. This includes: evaluation; providing for the acquisition of AT equipment; selecting, designing, maintaining, repairing, or replacing the equipment; coordinating and using other therapies, interventions or services with assistive technology devices; and training or technical assistance for the child, family and other professionals who work with the child.

Although consideration of assistive technology does not mandate assessment, assistive technology devices and services are most often deemed necessary and provided in LAUSD after an assessment has been conducted by the staff at the student’s local school site, staff from the District’s assistive technology team, or both groups in collaboration. The multi-disciplinary team of professionals who work in the field of assistive technology within the Los Angeles Unified School District (LAUSD) is comprised of highly qualified general and special education teachers with specialized training and experience in the field of assistive technology (AT assessors), occupational therapists, physical therapists, speech and language pathologists, audiologists, deaf and hard of hearing teachers, and teachers of the visually impaired who work at the school site.

If assistive technology equipment is recommended, the local school site has primary responsibility to provide such equipment, with support from the assistive technology team as necessary, including short term equipment loans through the Assistive Technology Lending Library.

About our Assistive Technology Assessors

Our Assistive Technology Assessors are credentialed special education and general education teachers with specialized training and experience with assistive technology. All Assessors hold a certificate in Assistive Technology and many have over 10 years of experience in the field. They are well versed in both general education core curriculum and the alternate curriculum, and keep up to date on the latest assistive technology trends, equipment and software.

As part of a multi-disciplinary assessment team, AT Assessors evaluate individual students to determine their functional level and need for assistive technology and/or specialized equipment and services. Assessors identify devices and applications appropriate to student’s assessed needs to facilitate access to their instructional program. They assist in selection, setup and maintenance of equipment, and provide training and consultation to students, school staff and parents regarding the use of that equipment.

Assistive Technology Assessors serve as a resource for school site and local district staff, conducting professional development for LAUSD staff focused on the integration of technology to address Universal Design for Learning (UDL) and provide student access to the curriculum. They also play an active role in maintaining the inventory of Assistive Technology resources available through the seven local LAUSD Assistive Technology Lending Libraries.

Tips for Helping Students Struggling in Reading & Writing

Consider the use of no-tech or low-tech supports such as sentence isolators and overlays to assist your student with tracking text while reading
Slant boards and pencil grips may assist students who struggle with the physical act of writing
Sentence starters, graphic organizers and visual models may help your student with written composition
Explore built-in device accessibility settings on computing devices for features such as text-to-speech and speech-to-text capability
Utilize the digital accessibility features that are integrated into most district adopted curriculum, including text to speech, annotation, and supports for writing
Contact the Assistive Technology Assessor assigned to your school with regards to Multi-Tiered Systems of Support (MTSS), or further information and assistance

Contact Information

Recreation Therapy (RT)

School-based Recreation Therapy (RT) is a related service identified in the Individuals with Disabilities Education Act (IDEA). Children 3 to 22 years of age who meet criteria for special education services may be eligible for RT services. Service needs are determined upon completion of a school RT assessment and IEP team recommendation. School-based RTs share in the decision-making process with the IEP team to determine how to meet the educational program needs of individual students.

School Based Recreation Therapists

Recreation Therapy primarily focuses on purposeful, goal directed activities that improve a student's functional performance during their school day and throughout their educational program. School-based recreation therapists:

Assess students within their educational setting, using a comprehensive and dynamic approach to evaluate and assess a student’s needs in their educational environment
Collaborate with team members, including students, parents, teachers, adapted physical education teachers, psychologists, speech therapists and behavior support providers
Utilizing a multi-tiered system of support, assist schools, teachers and other stakeholders in identifying strategies to support ALL students in utilizing skills required to meaningfully engage in a variety of school based cooperative lessons and activities
Provide services through a scope of service delivery models including: collaboration, individualized, small group, as well as, pushing into whole group setting to support skill generalization
Provide consultation to classroom teacher/staff/families for students with disabilities to improve social functioning within the educational environment

What is School Based Recreation Therapy?

School based RT is a support service to the student’s educational program. School based RT predominantly addresses supporting a student in the development and application of the underlying skills that are necessary to engage in inclusive cooperative learning and inclusive cooperative play (or social recreation) lessons and activities, across a variety of school environments.

School based Recreation Therapists use therapeutic activities that may improve a student’s ability to utilize social functioning skills with the school environment.

About our Therapists

The Los Angeles Unified School District, RT program consists of therapists with dynamic professional backgrounds that have vast experience in the clinical, community and educational settings. Many therapists are actively involved in the advancement of the field through participation in state and national professional organizations. Several of our therapists frequently present at conferences, mentor school-based therapists from other states and districts, and collaborate with universities locally and across the nation to develop train our future recreation therapists. Additionally, district Recreation Therapists participate in ongoing continuing education training in a variety of areas to ensure their ability to implement the latest research, evidenced-based best practice methodology into their service to schools and students.

Recreation Therapists are highly skilled and certificated professionals whose educational course of study include: human anatomy, physiology, abnormal psychology, human growth and development across the lifespan, characteristics of illnesses and disabilities, theory and analysis of play, group dynamics and professional ethics.

Contact Information