Welcome to Audubon Public School District's Department of Special Services information page. Here you will find information regarding programs and services provided through the Department of Special Services.
The Audubon School District Office of Special Services provides a wide range of special education programs to address the needs of students with disabilities. Services span preschool through grade 12 and students who wish to extend their academic and vocational training through age 21. In addition to providing educational services to students, the Department of Special Services also supports teachers and families in their efforts to educate students with special needs.
Student services might include program supports within the general education classroom and with the general education teacher. Teaching staff might receive supports in the classroom or consultation outside the classroom to increase support, develop strategies or make educational material recommendations. Parent support and training also may be recommended to increase classroom success. Teaching staff supports may also be provided in special education settings based on the needs of students. These settings may be in self-contained classrooms or in resource center placements depending on student need.
Our goal is to provide supports to students, teachers and families to facilitate access to education for all students.
Our commitment to the educational community of Audubon is to serve the diverse population of students with special needs. Our goal is to help students procure educational skills that will establish life-long learning and assist students attain their potential in their life and in their careers.
Child Study Team Services
The Child Study Team (CST) is a group of professionals employed by Audubon Public Schools who provide consultative, evaluative and prescriptive educational services to students, teachers and parents on behalf of students who are experiencing school-related difficulties.
Audubon Public School District
Office of Special Services/Child Study Team
Audubon High School
350 Edgewood Avenue
Audubon, NJ 08106
Phone: (856) 547-7695, ext. 4152
Fax: (856) 547-2303
Learn More About the Child Study Team
The members of the Child Study Team, as determined by the New Jersey Department of Education are school psychologists, learning disabilities teachers/consultants and school social workers. The speech language specialist also serves as a member of the Child Study Team
The School Psychologist assesses cognitive or intellectual development and adaptive behavior. The School Psychologist also evaluates the impact of internal and external factors that may affect behavior and performance in school. The School Psychologist works with general and special education teachers to support classified and at-risk students.
The Learning Disabilities Teacher/Consultant (LDT/C) is trained to determine the learning style of students, identify specific achievement levels in a variety of content areas, and recommend specific teaching methods and strategies that may benefit a student. This professional is generally called upon to model specific strategies and methods that may benefit students within the academic setting.
The School Social Worker focuses on assessing the student relative to the family, the school and the community. This team member gathers information concerning the student’s health, family and school history, as it pertains to the student’s current academic functioning. The School Social Worker is also responsible for coordinating community resources on behalf of students and their families.
The Speech Language Specialist has expertise in determining the presence of articulation, fluency and/or voice disorders as well as language disorders. The presence of a language disorder may impact educational success and the student’s ability to access his/her educational program.
The Speech Language Specialist works with the Child Study Team to assist in identification of disorders and also works with general education and special education teachers to develop strategies to increase access to the curriculum.
The development of age-appropriate speech and language skills is essential to the learning process and to a student’s social, emotional, and academic growth. Students must be able to comprehend language, express their thoughts and opinions, interact effectively and efficiently with peers and adults, and produce speech which others can easily understand.
Audubon Public Schools provide speech and language services for students who demonstrate a need to improve their speech and language skills in the areas of articulation, voice, fluency and/or language disorders which can adversely affect a student’s educational performance.
If there is a question about a student’s speech and or language proficiency, it can be addressed as part of a Child Study Team evaluation or in isolation. Students can be referred for speech and language services by parents, teachers or administrators. The goal of these services is to help students develop the speech and language skills necessary to increase the student’s ability to perform in an educational setting.
These therapy services are designed to help students who demonstrate an educationally related difficulty, which impairs his/her ability to function in the school environment. Occupational therapists use strategies to facilitate a student’s active participation in the areas of self-care, academic and/or vocational pursuits, as well as play and leisure activities. Therapists use direct and indirect services, assistive technology and environmental modifications. They collaborate with parents, teachers and other educational staff to help implement a student’s program. The goal of services is to assist a student in acquiring skills that will allow them to adapt successfully in an educational environment.
Physical Therapy is a related service, which is designed to help students access their school environment and participate safely to the best of their ability. School physical therapists address functional limitations such as difficulties with mobility, transitions or gross motor skills. It also includes interventions which address impairments that contribute to those functional limitations such as posture, balance, strength, and coordination. Difficulties in these areas must impact upon a student’s participation in their educational program and environment to be considered for remediation.