• Services and Programs

    AUTISIM

    Special programming has been developed for our students with autism. Their classroom and instruction are designed to meet their specific needs in the areas of sensory experiences, behavior intervention communication, and academics. Some classrooms may contain sensory equipment including suspended apparatuses, climbing structures, movement equipment, and tactile stimulation materials.

    SPECIALIST SERVICES

    Students eligible for physical therapy, occupational therapy, speech therapy, vision orientation & mobility and/or hearing services receive these interventions from a transdisciplinary approach within their instructional classroom settings to augment their education program. Integration of therapeutic strategies into students’ classroom routines supports their goal progress. 

    M.O.V.E. PROGRAM

    M.O.V.E., Mobility Opportunities Via Education, is an activity–based classroom curriculum designed to teach students basic, functional motor skills needed for adult life within the home and community environments. The program focuses on three general areas:
    Sitting
    Standing
    Walking
    It combines natural body mechanics with instructional process designed to help students acquire increasing amount of motor independence.
    The M.O.V.E. program uses a team approach to offer therapy and education to address the functional needs of the students. Equipment is used to assist the children in attaining their goals. It uses prompts that may be decreased or removed as the students increase their skills and independence.

    PHYSICAL THERAPY

    The Physical Therapy staff work with identified students to promote functional mobility throughout the school setting. Services include direct or consultative support to assist students in accessing their educational environment. Their focus is on developing functional gross motor skills to coordinate efforts throughout all aspects of the student’s day. In addition, the PTs collaborate with families, school staff and equipment vendors to obtain necessary equipment for use at home and school to meet each child’s needs. The school’s M.O.V.E. program is coordinated and monitored by the physical therapy staff.

    OCCUPATIONAL THERAPY

    Occupational Therapy (OT) specializes in improving the development of the small muscles of the body, such as in the hands, fingers, and face to support the work tasks of our children.. Occupational therapists use specific activities to improve fine motor skills and to work toward the prevention of musculoskeletal complications, such as preventing the weakening or deterioration of muscles that can result from lack of use or abnormal tone or positioning. OT’s teach students better or easier ways to write, draw, cut with scissors, brush their teeth, dress and feed themselves. OT’s also teach daily living skills such as dressing, eating, and manipulating objects (i.e., school supplies), as well as making sure children are properly positioned in wheelchairs.

    SPEECH/LANGUAGE PATHOLOGY and AUGMENTATIVE COMMUNICATION

    The Speech/Language Pathologist (SLP) assess and provides therapy for students in the use of augmentative communication systems receptive and expressive language skills (both verbal and non-verbal) and to determine presence and management of dysphasia (swallowing disorder). Additionally, the SLP is responsible for recommending and ordering augmentative communication devices and in training students, staff and parents in their use. Consults are provided to the teachers, parents, and school staff regarding all communication and swallowing needs in addition to providing individual and group therapy. 

    Picture Communication Symbols (PCS) and augmentative communication devices are utilized with the vast majority of our students due to their severe speech and language deficits. Switch devices, thematic units, pictures, prints, spoken word, computers, facilitated communication, and voice output devices are used to help students improve communication skills. Communication aides are utilized throughout the school day, and are adapted to every location in the school.  

    VOCATIONAL TRAINING PROGRAM

    Postsecondary transition readiness is emphasized after the age of fourteen through daily school based opportunities. A School wide Vocational Plan has been developed to enhance learning and generalization of skills. In addition, the Vocational Training Program has been expanded to provide exposure and experiences (shadow or hands on) for all of the students at C. Elizabeth Rieg Regional School. 

    ADAPTIVE PHYSICAL EDUCATION

    The Adaptive Physical Education program is a learning opportunity for all students at C. Elizabeth Rieg Regional School. Whether APE is identified as a service for a student or as a class as required by the state of Maryland-the APE program is tasked with providing all students the opportunity to develop gross motor skills that will allow their successful participation in the school, home and community. Students will participate in various health fitness and aquatic activities. By participating in varied movement experiences, the students develop movement patterns that enhance basic motor abilities, increase level of physical fitness, develop swimming or water safety skills, and refine needed lifetime motor skills. The students practice individual activities as well as develop appropriate interactive behaviors with adults and peers along with developing a positive self-image. Through interactive activities the student’s social skills are developed as they learn to share equipment, wait for a turn, take a turn, and follow simple directions. Students are taught lifetime recreational motor skills that help them realize personal enjoyment and the value of physical activity.  

    MEDIA, ART, & MUSIC

    Students will learn Media, Art, and Music Appreciation skills as identified within Prince George's County Public Schools curriculum. Media, art, and music skills will be integrated with literacy experiences using a multi sensory approach. Students will have the opportunity to have their various artistic abilities highlighted in school wide activities and performances.

    PROFESSIONAL SCHOOL COUNSELING

    The Professional School Counselor provides individual, small group, and school wide support for our students. The PSC will work with teachers and parents in developing student behavior plans (FBA's/BIP's). To further support students with their social skills the PSC will run student groups across all grade levels for students. The guidance position encompasses a certified Nonviolent Crisis Professional responsible for the care, welfare, safety and security of our students. The guidance counselor acts as an advocate for students and promotes partnerships between home, school and the community. As a regular member of the Student Support and Individualized Education Program Teams, the PSC provides guidance and information to parents/guardians relative to referral for resource services outside of school while monitoring daily attendance along with the records secretary on a monthly basis.

    COLLABORATIVE PLANNING AND MENTORING

    Collaborative Planning and Mentoring sessions provide opportunities for teachers across curriculums and grade levels to engage in structured activities to enhance the school learning environment. These opportunities guided by team leaders will increase teachers knowledge base of classroom practices and special education administrative processes, and subsequently lead to increased student learning and performance. An additional component will be added to provide supports to staff members pursuing certification as a paraprofessional, teacher and/or an administrator.