Overbrook School for the Blind - Support & Related Services

A young student works with two therapists in the sensory room

Student Support Services

Overbrook School for the Blind provides many Student Support Services: Nursing, Nutrition and Diet, Case Management, and Psychology. Overbrook also offers a comprehensive list of Related Therapeutic Services for eligible students.

NURSING (HEALTH SERVICES)—Our staff of Registered Nurses is on duty to meet the student’s routine and emergency needs from 8 a.m. to 8 p.m.
PSYCHOLOGY Danielle Sychterz, Ed.S., NCSP, BCBA, School Psychologist & Title IX Coordinator Middle School — School psychology services include educational testing, crisis intervention, ongoing counseling, behavioral assessment, and management. The school psychologist is a full-time employee who provides support to students, staff, and families. The psychological services provided include psychoeducational evaluation, crisis prevention, and intervention training, threat assessment, individual and group counseling, social skills training, functional behavior assessment, positive behavior support plan development, and school-wide positive behavior support. As the Title IX coordinator for students, the school psychologist ensures that any instances of suspected sexual harassment between students are investigated and handled appropriately. Danielle Sychterz is a Nationally Certified School Psychologist through the National Association of School Psychologists (NASP). She holds a bachelors degree in psychology from the University of Pittsburgh, a specialist degree in education from the University of Colorado at Denver, and a graduate certificate in Applied Behavior Analysis. She is a Board Certified Behavior Analyst (BCBA).

Evaluation Resources for School Psychologists
Recommended References for School Psychologists tasked with the initial and reevaluation of students with visual impairments.
NUTRITION— Cathy Dorozio School nutrition services include consultation with the development of the student monthly menu, wellness initiatives and consultation with the staff and students regarding nutritional concerns. Learn more about diet and nutrition here.
CASE MANAGEMENT—Case management services are contracted through a team of social workers who assist family and students who need help with medical or social issues. This service is available to all families.

School-Based Therapy Services / Orientation & Mobility (Related Services)
Coordinator: Jo Ann McNamee

Lead Therapist: Vicki Brunswick

Occupational, Physical, and Speech Therapy, Orientation & Mobility, and Audiology, services at Overbrook School for the Blind are to assist students to maximize their functional potential and independence in their educational environment. The purpose of all these specialized services is to increase a student’s active participation in classroom and school activities.

Curriculum: Therapy/O & M supports the Expanded Core Curriculum as well as supporting the students in accessing their curriculums (Creative Curriculum, Unique Curriculum)

Professional. Supportive. Experts.

OSB is committed to providing a comprehensive education for all of our students, including therapeutic and student support services. The purpose of all these specialized services is to maximize student potential by increasing a student’s active participation in the Expanded Core Curriculum

OSB'S THERAPY AND O & M SERVICES ARE:

Based on an individualized student evaluation
Developed in concert with the student, family & the entire educational team
Focused on functional goals & outcomes
Defined in the student’s IEP
Integrated within functional routines and environments

SERVICES ARE DELIVERED IN A VARIETY OF FORMATS AND CAN INCLUDE:

Individual or group instruction
Instructional Staff training on individualized student intervention plans
Instructional Staff training on use of adaptive equipment
Consultative service to staff and or family

OUR SPECIALISTS ENCOURAGE:

Parent/family involvement
Team member collaboration & communication
Interaction and communication with community medical care specialist

Therapists and O&M Specialists provide services within the student's functional routines and in a variety of environments. Through team discussions, goals are identified and how, when, where the student needs support to achieve those goals. Therapy/O & M is integrated with all of the programs and collaboration occurs naturally to support the students.

Learn more about School-Based Therapy Services by discipline:

Therapy Services

- Amrah Baldini
- Orientation and Mobility Specialist
- x295
- Email
- Amanda Bear
- Orientation and Mobility Specialist
- Email
- Carolyn Bennett
- Educational Audiologist, Speech Therapist
- x242
- Email
- Melissa Brown
- Occupational Therapist
- Email
- Victoria Brunswick
- Physical Therapist
- x308
- Email
- Elizabeth Capkin
- Occupational Therapist
- x202
- Email
- Grace Culbertson
- Occupational Therapist
- x308
- Email
- Katie Elsasser
- Speech Therapist
- Email
- Rolande Fleurival
- INTERN Orientation and Mobility Specialist
- Email
- Angela Grecia
- Speech Therapist
- x230
- Email
- Beth Leach
- Physical Therapist
- x207
- Email
- Samantha McGovern
- Orientation and Mobility Specialist
- Email
- JoAnn McNamee
- Therapy Services Coordinator
- Email
- Kelli Page
- Occupational Therapist
- Email
- Erin Patterson
- Physical Therapist
- x242
- Email
- Shana Robarge
- Speech Therapist
- x207
- Email
- Jill Samberg
- Occupational Therapist
- x207
- Email
- Maribeth Schernecke
- Speech Therapist
- x207
- Email
- Suzy Seckinger
- Speech Therapist
- Email
- Lori Sheppard
- Physical Therapist
- Email
- Angie Smith
- Early Intervention Outreach Ages 3-5 Administrative Assistant
- x319
- Email
- Laura Stephan
- Speech Therapist
- Email
- John Thomas
- Orientation and Mobility Specialist
- Email
- Abby Underkoffler
- Occupational Therapist
- Email
- Tevis Weir
- Orientation and Mobility Specialist
- Email
- Christine Wozniak
- Orientation and Mobility Specialist
- x342
- Email
- Darreth Zeccardi, MSPT
- Physical Therapist
- x202
- Email

Integrated Therapy Model

Therapy Schedules have allowed the therapists to be in the class together for larger segments of time in order to provide the student and staff with support, utilizing an Integrated Therapy Approach. In Integrated Therapy, a student’s related service needs are planned, provided, and assessed ecologically, in natural settings, and across disciplines. Skills are identified and addressed in the functions of the student’s daily routine. The Integrated Therapy occurs in various locations based on the relevant or natural setting for the skill to occur. If there is a need for a service to be provided in isolation because of distraction issues, or privacy, that can easily be provided.

The IEP is collaboratively written and priority skills are identified for student participation, functional independence, and overall benefit from the educational program. With Integrated Therapy, the IEP is a process allowing for goals and objectives to be written jointly and monitored across all settings. The IEP team works collaboratively to develop the IEP. Teachers, therapists, and paraeducators all work in various combinations to provide support in Integrated Therapy. Roles are expanded to incorporate co-teaching and a variety of collaborative styles.

The teacher, therapist, and paraeducator work and learn together, and share their knowledge and expertise. They work together to serve the student in a “whole” fashion focusing in on parts as they relate specifically to the student’s total educational program. The teacher and paraeducator gain an understanding of therapy techniques and strategies to follow through the entire school day. The therapist gains understanding of the inter-relatedness of the needed supports or skills with the complete scope and sequence of the educational curriculum.

References: Hazelgrove, (2008). What is Integrated Therapy? William & Mary School of Education.

Integrated Therapy

Ten Really Good Reasons Why Therapies Should be Integrated

R. A. McWlliam, Stacy Scott (2003). National Individualizing Preschool Inclusion Project

So that students learn the skills they need in the places they will use them.
So that students have increased practice opportunities.
So that the children’s social relationships are fostered.
So that a student does not miss out on any classroom activities.
So that teachers can see what therapists do to help students and expand their skills.
So that therapists can see whether or not the strategies they develop are feasible.
So that teachers and therapists focus on skills that will be immediately useful for a student.
So that therapists can work with teachers to address problems as they arise.
So that assessment can be done across a variety of routines.
Because it’s the right thing to do!

Support & Related Services