"transportation and such developmental, corrective, and other supportive services as are required to assist a student with a disability to benefit from special education, and include speech-language pathology and audiology services; interpreting services; psychological services; physical and occupational therapy.
It also includes therapeutic recreation; early identification and assessment of disabilities in students; counseling services, including rehabilitation counseling; orientation and mobility services; and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training."
-Utah Special Education Rules - October 2016 (I.E.38.)
(photos taken prior to 2020)
105 South 200 East
Diagnostic Resource Center
Farmington, Utah 84025
South of Farmington
Head northbound on I-15, merge onto 200 West via exit 322. Take the 3rd right onto State Street. Continue on State Street until it bends South. The Davis Diagnostic Resource Center will be immediately on the left at 100 South.
North of Farmington
Head southbound on I-15, take the Park Lane exit, exit 325. Turn left onto Park Lane continue straight until you reach Main Street. Turn right onto Main Street, continue for almost 1 mile and then turn left onto State Street. Continue on State Street until it bends South. The Davis Diagnostic Resource Center will be immediately on the left at 100 South.
Parking is located to the east of the building in the Vista Education Center Parking. Use stairs or ramp from the upper parking lot, and enter the building through the north side door.
Adapted Physical Education (APE) is the art and science of developing, implementing, and monitoring a specially designed physical education (PE) instructional program for students with disabilities based on a comprehensive assessment, to give students the skills necessary to progress in the General Physical Education curriculum, and for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness.
The APE teacher is a direct service provider, not a related service provider, because physical education for children with disabilities is a federally mandated component of special education services. This means that physical education needs to be provided to the student with a disability as part of the special education services that child and family receive. This is contrasted with physical therapy and occupational therapy, which are related services.
Physical therapists examine and evaluate children having a variety of sensory and motor disabilities. Physical therapists plan and implement programs that will help these children attain their optimal educational potential and benefit from special education. Physical therapists should assume a role in the development of a child's Individual Educational Program (IEP), or Individual Family Service Plan (IFSP), and make recommendations for increasing a child's ability to participate in educational activities. In addition, physical therapists contribute unique administrative, consultative, management, and teaching skills that help modify the educational environment so that children may benefit from their educational placement.
School psychologists spend the majority of their time working with Special Education. They use formal assessments and other data to make decisions that will guide Special Education teams in providing appropriate goals and interventions for students with disabilities or suspected of having disabilities. School psychologists will also consult with regular education teachers and school staff to promote the learning of students.
Training and specialty:
Graduate training resulting in professional licensure as a School Psychologist by the Utah State Office of Education
Training in: psychoeducational assessment, psychological disorders of childhood, educational practices, child development, the mental health of children, behavior change, learning and cognitive development, diversity, professional ethics and school law
Each School Psychologist will have their own are of specialty and expertise ranging from neuropsychological assessment to autism, reading interventions to youth suicide, data collection and analysis to social skills instruction. While none of us will claim to specialize in every imaginable area of our profession, our department is diverse. The psychologists of Davis District work together to support each other while we support our schools, our teachers and staff, and our students.
A Speech Language Pathologist (SLP) is a highly trained professional with a Masters Degree in Communication Disorders who evaluates and treats children and adults who have difficulty with speech and/or language. A SLP is trained to work with a variety of communication disorders including, but not limited to: articulation, phonology, apraxia, fluency, voice, receptive and expressive language deficits.
In the schools, a child's "occupation", or by definition: a meaningful or purposeful life activity, involves being a student and the skills or activities that students engage in at school. Any activity that involves working with educational materials or in educational settings may be the method that OT professionals use to help a student. In the schools, OT professionals do therapy with activities and skills that are educationally based.
"School-based occupational therapy is designed to enhance the student's ability to fully access and be successful in the learning environment. This might include working on handwriting or fine motor skills so the child can complete written assignments, helping the child organize himself or herself in the environment (including work space in and around the desk), working with the teacher to modify the classroom and/or adapt learning materials to facilitate successful participation"
-(2000 American Occupational Therapy Association, Inc).
Different from the medical model of occupational therapy, every method that OT professionals use in the schools must be "Educationally Relevant". As a result, medical type services may not be worked on if they do not impact the student's educational performance
Teachers of the Visually Impaired in Davis School District provide support and instruction to children with a verified visual impairment which impacts functioning in their educational environments. Supports include implementing accommodations and instruction in Braille, Technology and Orientation and Mobility Skills. We are committed to providing access and opportunities for students with visual impairments that are equal to their same grade peers.
Assessments are provided for students in the following areas:
Functional Vision Assessment (FVA): The FVA provides information on how the student functions in their environments, while using their vision in a variety of settings.
Learning Media Assessment (LMA): The LMA provides input on how the student learns via visual, auditory or tactual modalities.
Orientation and Mobility (O&M): The O&M assessment examines a child’s ability to travel safely and efficiently in their indoor and outdoor environments.