Special Services

Occupational Therapists and Physical Therapists in schools
Helping students
Helping students with functional tasks
The primary role of occupational and physical therapists within the school setting is to help the child with a disability benefit from special education. Occupational and physical therapists, in collaboration with the educational staff working with the student, address the daily routines and activities of school life and extend their specialized knowledge to assist in solving many of the functional challenges that students encounter in school.

Both professions use activities and adaptive surroundings to facilitate the student’s independent functioning and increase the student’s ability to participate in the educational process.

Occupational therapists (OTs) assess underlying skills, including fine motor skills, visual processing, visual-motor integration, and sensory processing that are necessary to complete functional tasks in the school environment. OTs reduce barriers that limit student participation and use occupation (meaningful and purposeful activity), such as play, craft, and sensory activities, to address skills that will help children succeed.  

Physical therapists (PTs) provide services related to functional use of the body for postural alignment, mobility around the school (e.g., walking, stair climbing, wheelchair mobility), use of braces or prostheses, maintaining/improving endurance in mobility skills for school participation, design or procurement of adaptive equipment to support posture and movement for the school routine, positioning for independent posture, and/or movement required during a school day.  

The Ray-Pec School District employs five OTs and one PT:

  • Bobbi Bond -- Ray-Pec East Middle School, Raymore Elementary, and Bridle Ridge Intermediate
  • Stephanie Dustman -- Stonegate Elementary and Creekmoor Elementary
  • Trisha Morris -- Early Childhood
  • Sharon Roberts -- Timber Creek Elementary and Ray-Pec High School
  • Gayle Vance -- Shull Elementary, Peculiar Elementary, and Eagle Glen Intermediate
  • Amy Heinen – Physical Therapy, district wide

Pictured, from left: Sharon Roberts, Stephanie Dustman, Bobbi Bond, Trisha Morris, Amy Heinen, and Gayle Vance.

The role of a Speech Language Pathologist in schools
Speech Language Pathologists
Helping students communicate
The focus of a school-based Speech Language Pathologist (SLP) is on communication abilities of students. A Speech Language Pathologist is assigned to each school in the Raymore-Peculiar School District to support students and their communicative development. Their responsibilities include conducting speech, language and hearing screenings; evaluating speech and language; providing intervention services; developing and implementing Individual Education Plans; and educating parents, staff, and children.    

SLPs may work with a child one-on-one, in a group setting, within the classroom, in a special services room, or in a combination of these approaches. SLPs treat students with a variety of medical and educational diagnosis including but not limited to, Autism, Down Syndrome, ADD, Fragile X Syndrome, and specific learning disabilities.     

Supports provided by Speech-Language Pathologists include:

  • Articulation - how we say sounds and put them together in words
  • Language - understanding and use of vocabulary, concepts and grammar
  • Social Communication (pragmatics) - knowledge of how to take turns, how close to stand to someone when talking, how to start and stop a conversation, and following the rules of conversation
  • Voice - how we sound when we speak (hoarse, harsh, nasal)
  • Stuttering (fluency) - how well our speech flows

The District employs eight Speech Language Pathologists and one Speech Pathology Assistant:

  • Amy Downey: Early Childhood Center
  • Tiffany Hill-Burkhart: Shull Elementary, Stonegate Elementary, Early Childhood Center
  • Kirschen Stewart: Speech Pathology Assistant at Stonegate Elementary
  • Kim Halliday: Peculiar Elementary
  • Tiffany Davis: Raymore Elementary
  • Carol Barnes: Creekmoor Elementary
  • Beth Daire: Timber Creek Elementary and Eagle Glen Intermediate
  • Jill McCorkle: Eagle Glen Intermediate, Bridle Ridge Intermediate, Ray-Pec East Middle School
  • Donna McCullough: Ray-Pec High School and Early Childhood Center

Public Notice
No Child Left Behind Complaint Procedures
These procedures are used to resolve allegations of violations.

NCLB Complaint Procedures

Public Notice
Initial and/or Annual Written Notification
To Use Public Funded Program Benefits or Insurance
Medicaid -- MO HealthNet

Part B of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) allows school districts to use specific government funded public program benefits to assist with costs associated with special education services. Amended federal regulations require the District to provide initial written notification, and annually thereafter, to the student/s parent/guardian before accessing the student's or parent's government funded public program benefits or insurance for billing purposes (i.e., Medicaid -- MO HealthNet) for the first time on or after March 18, 2013, and prior to obtaining one-time written parental consent. Participation in MO HealthNet for Kids and/or MO HealthNet program is not required for any student to receive free appropriate public education (FAPE) under IDEA.

One-time written parental consent to release personally identifiable information to the State's Medicaid agency, healthcare staff or other public insurance programs to determine, access, and recover entitled program benefits from a student's or parent's government funded public program benefits or insurance will be sought by the District. Consent is voluntary and may be revoked at any time. Consent does not give the District permission to access private insurance benefits. Failure to consent will not result in denial or limitation of services for the student nor limit rights to a free appropriate public education (FAPE) under IDEA.

Any questions or concerns should be directed to:
Michelle Moore, Administrative Assistant, Special Services
21005 S. School Rd., P.O. Box 789
Peculiar, MO 64078
816-892-1352, phone

Transition Resources
In special education, transition refers to the movement of a student with special needs from high school to adult life. In order to make this move as successful as possible, a family needs a “road map”. Transition services can help provide this guide. The transition process involves the education team working with students to determine goals for life beyond high school, and also helping to decide what services and agency connections may be needed in order for them to meet those goals. Transition Resource Handbook

Linda Bass
Director of Special Education

21005 S. School Rd.
P.O. Box 789
Peculiar, MO  64078

Ph: (816) 892-1350
Fx: (816) 892-1384

Monday - Friday
8 a.m. - 4:30 p.m.
The Raymore-Peculiar School District provides a free, appropriate public education to all eligible children with disabilities between the ages of three and 21 under its jurisdiction.

Disabilities include:
  • Autism
  • Deaf / blindness
  • Emotional disorders
  • Hearing impairment and deafness
  • Intellectual disability
  • Multiple disabilities
  • Orthopedic impairment
  • Other health impairments
  • Specific learning disabilities
  • Speech or language impairment
  • Traumatic brain injury
  • Visual impairment / blindness
  • Young child with a developmental delay