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Adapted Physical Education (APE) is a direct instructional service for school aged students with disabilities who may not safely or successfully engage in unrestricted participation in the vigorous activities of the regular physical education program on a full time basis. Adapted Physical Education   may be offered to students with gross motor delays or other disability-related difficulties that make them unable to participate productively in a regular physical education class.  The class may take place in a gym where regular education students are also having classes, and the teacher may facilitate appropriate interaction between the classes. APE is physical education which 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. Federal law mandates that physical education be provided to students with disabilities and defines Physical Education as the development of physical and motor skills; fundamental motor skills and patterns (throwing, catching, walking, running, etc); skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports).


Assistive Technology

Assistive technology services mean any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device.  Included in these services are the following:

  • An evaluation of the needs of a student with a disability,
  • The purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for students with disabilities.
  • The selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices.
  • The coordinating and using of other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs.
  • The training or technical assistance necessary for a student with a disability, or where appropriate, for the student’s family.
  • The training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ or who are otherwise substantially involved in the major life functions of that student.
  • Assistive technology device is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, used to increase, maintain, or improve the functional capabilities of a student with a disability.
  •  Assistive Technology encompasses a broad range of devices from very simple (“low technology) to very sophisticated (high technology”).



Generally, Hospital/Homebound is a short-term service to continue academic instruction at home or in the hospital for a student who is physically or emotionally too ill to attend school.

Who is eligible?   
Any public or private school student whose physician or psychiatrist certifies that the student:

  •  is not able to attend regular school
  •  is able to participate in and benefit from Hospital/Homebound instruction         
  • does not have a communicable disease, and
  • is expected to be out of school three (3) weeks or longer, or has a chronic illness requiring extended absences throughout the school year.

NOTE: There is no waiting period for Hospital/Homebound. Students should apply before scheduled surgery or as soon as it is anticipated they might miss three (3) weeks or more of school. If in doubt, apply, and we will discuss eligibility with the doctor. Forms are available at the Special Education Office. DO NOT WAIT UNTIL SEVERAL WEEKS HAVE ELAPSED.



Occupational Therapy, often abbreviated OT, is the use of treatments to develop, recover, or maintain the daily living and work skills of people with a physical, mental or developmental condition. Occupational Therapy includes the following services:

  • evaluating students with disabilities by performing and interpreting tests and measurements and/or clinical observations of neurophysiologcial, musculoskeletal, sensorimotor functions and daily living skills;
  • planning and implementing treatment strategies for students based on evaluation findings;
  • improving, developing, restoring or maintaining functions impaired or lost through illness, injury or deprivation;
  • improving or maintaining ability to perform tasks for independent functioning when functions are impaired or lost; and
  • administering and supervising therapeutic management of students with disabilities, recommending equipment and providing training to parents and educational personnel


Physical Therapy

Physical Therapy is a type of treatment that may be needed when health problems make it hard to move around and do everyday tasks. It helps the child move better and may relieve pain. It also helps improve or restore physical function and fitness level. The goal of Physical Therapy is to make daily tasks and activities easier. For example, it may help with walking, going up stairs, or getting in and out of bed

Physical Therapy includes the following services:

evaluating students with disabilities by performing and interpreting tests and measurements and/or clinical observations of neurophysiological, musculoskeletal, cardiovascular, respiratory, and sensorimotor functions;

  • planning and implementing treatment strategies for students based on evaluation findings;
  • improving, maintaining and/or slowing the rate of regression of the motor functions of a student to enable him/her to function in his educational environment; and
  • administering and supervising therapeutic management of students with disabilities, recommending equipment and providing training to parents and educational personnel


school counselor is a counselor and an educator who works in elementary, middle, and high schools to provide academic, career, college readiness, and personal/social competencies to all K-12 students through a school counseling program. Counselors help students perform better academically and socially, as well as provide assistance as they define their future plans. They work with parents, teachers and organizations to achieve success for all students. 
School counselors support a safe learning environment and work to safeguard the human rights of all members of the school community and address the needs of all students through culturally relevant prevention and intervention programs that are a part of a comprehensive school counseling program.

School counselors provide culturally competent services to students, parents/guardians, school staff and the community in the following areas:

School Guidance Curriculum- This curriculum consists of structured lessons designed to help students achieve the desired competencies and to provide all students with the knowledge and skills appropriate for their developmental level.  The school guidance curriculum is delivered throughout the school’s overall curriculum and is systematically presented by the school counselors in collaboration with other professional educators in K-12 classroom and group activities.

Individual Student Planning – Responsive services consist of prevention and/or intervention activities to meet students’ immediate and future needs.  These needs can be necessitated by events and conditions in students’ lives and the school climate and culture, and may require any of the following:

  1. Individual or group counseling
  2. Consultation with parents, teachers, and other educators
  3. Referrals to other school support services or community resources
  4. Peer helping
  5. Psycho-education
  6. Intervention and advocacy at the systemic level

School Counselors develop confidential relationships with students to help them resolve and/or cope with problems and developmental concerns.

Additional Functions

School counselors may manage substance abuse prevention programs and provide guidance to students experiencing problems at home.



The School Psychologist is employed in Madison Parish Schools in order to prevent or deal with the most severe learning and behavior problems. The School Psychologist is highly trained in data gathering and analysis. The School Psychologist uses these skills in data-based decision making and in evaluation of students and programs.

The School psychologist consults on academic and behavioral interventions with teachers and parents. The psychologist advises on every level of the Response to Intervention (RTI), from the most basic approaches up to the level of highly specialized program interventions.

School Psychological Services include but are not limited to:

  • administering psychological and educational tests, and other assessment procedures;
  • interpreting assessment results;
  • obtaining, integrating and interpreting information about student behavior and conditions relating to learning (which may also include assisting in the development of academic intervention strategies, progress  monitoring, evaluating intervention and service delivery outcomes, conducting functional behavior assessments, and conducting program evaluations);
  • consulting with other staff members in planning school programs to meet the special educational needs of students as indicated by psychological tests, interviews, direct observation, and behavioral evaluations;
  • planning and managing a program of psychological services, including psychological counseling for students and parents (which may also include implementing and/or monitoring interventions, conducting social skills training, anger management/conflict resolution training, study skills training, substance abuse prevention, crisis prevention and intervention, parent skills training, and coordinating services with other community agencies.); and
  • assisting in developing positive behavioral intervention strategies.


Speech Language Pathology Services


Speech Language Pathology Services is committed to providing the highest quality speech, language, and communication services within a meaningful and fun learning environment for children.


We provide a full range of diagnostic testing and therapy for children with speech, language, processing and oral motor disorders.

We believe that early intervention is crucial to the development of communication skills.

We believe that each child should be viewed individually and treated uniquely according to their learning style and communication needs.

We believe that children should be treated with respect and dignity at all times.

We believe that family support is crucial to a child’s learning and that parents should be involved in the development, implementation, and evaluation of their child’s needs and progress.

 Speech/Language Pathology Services include:

  • identification of students with speech or language impairments;
  • diagnosis and appraisal of specific speech or language impairments;
  • referral for medical or other professional attention necessary for the habilitation of speech or language impairments, as appropriate;
  • provision of speech and language services for the habilitation of communication or prevention of communication impairments;
  • assessment and interventions for augmentative/alternative communication; and
  • counseling and guidance of parents, students, and teachers regarding speech and language impairments.