Transcript Document

What Are Related Services and Accommodations?
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
What Are Related Services?
• The developmental, corrective and supportive services needed by
your child to meet the IEP goals and receive a free, appropriate public
education (FAPE)
• The IEP should include the frequency (number of times/day or week),
duration(number of minutes/session), location (where the services
will be provided – general education,special education resource
room) and projected dates for each related service
• Children can receive services such as speech therapy and physical
therapy but not be eligible for special education services.
• There are no limits on the amount of services- it should be
individualized and based on the child’s unique needs
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Examples of Related Services
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Speech Language and Audiology Services
Interpreting Services
Physical Therapy, Occupational Therapy, Orientation and Mobility Services
Psychological Services and Social Work Services in Schools
Parent Counseling and Training
Teacher, and Other School Personnel (e.g. classroom aid, bus driver) Training and
Support
Recreation and Therapeutic Recreation
School Health and School Nurse Services
Medical Services for Diagnostic or evaluation purposes
Early Identification and Assessment of disabilities in children
Transition Facilitation and Transition Support
Transportation
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Tips On Related Services and the IEP
• All Services should be clearly documented in the IEP
• Frequency and durations should be specific and not a range
• Services should reflect the size such as 1:1, small group (e.g less than
3 students)
• Try to schedule services on Tues, Wed or Thurs to avoid missed
sessions due to school holidays. If this cannot be done, state in the
IEP that missed session will be made up before the end of the school
year
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Support and Training for School Personnel
• Support and training for teachers and other school personnel must
be written into the IEP
• The IEP must include a statement of modifications or supports that
will be provided to school personnel based on the child’s individual
needs.
• Training as a related service does not include the general in-service
training that is periodically provided to school staff
• You may request that support personnel be part of the IEP team and
be invited to IEP meetings
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Parent Counseling and Training
Ensure that parent training and counseling are written into the IEP as a related service
Training
• Parents can receive training as a related service (e.g. language
exercises to reinforce at home what is being worked on with school
SLP)
• Parents can receive training to acquire skills that allow the to help
implement their child’s IEP
Counseling
• Parents can receive mental health counseling and/or family therapy
to learn communication and behavior management skills for to
address behavior problems that interfere with your child’s ability to
learn
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Supplementary Aids and Services
All Supplementary aids, services, supports must be documented in the IEP
• Supplementary aids and services enable children to participate in academic,
nonacademic and extracurricular activities with non-disabled peers
• Supplementary aids and services can be accommodations and modifications to
the curriculum .
• Supplementary aids and services can also include direct services and supports to
the child, as well as support and training for staff who work with that child.
• Supplementary aids, services and supports can be provided in regular education
classes, other education related settings, nonacademic settings and
extracurricular activities
• Non Academic Services and Extracurricular activities include sports, counseling,
health services, recreation, school newspaper/magazines, band, chorus,
groups/clubs
• Refer to http://www.ped.state.nm.us/seo/library/qrtrly.0204.lre.handouts.pdf for
a list of supplementary aids and services
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Supplementary Aids and Services Examples
• Supports to address environmental needs
 Preferential seating
 Planned seating on the bus, in the classroom, at lunch, in auditorium
 Changed room arrangement
• Levels of Staff support (amount and type)
 Consultation, one-on-one, stop-in support
 Behavior specialist, health care assistant, instructional support assistant
• Planning Time for collaboration by school staff
• Child’s specialized equipment needs- wheelchair, computer, software, voice
synthesizer, augmentative communication device, utensils, restroom equipment
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Supplementary Aids and Services Examples
• Presentation of Subject Matter
 Taped Lectures, sign language, primary language, paired reading and writing
• Materials
 Scanned tests and notes into the computer, shared note taking, large print,
assistive technology
• Assignment Modifications
• Shorter Assignments, taped lessons, instructions broken into smaller steps,
student recording or typing of assignment
• Self Management
 Organizational Supports (e.g. calendars, folders,) Self Monitoring Supports,
Task initiation Supports, Visual supports, Auditory and Visual Memory
supports
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Supplementary Aids and Services Examples
• Testing Adaptations
 Read test to child, modify format, extend time, provide private
testing space
• Social Interaction Supports
 Provide Circle of Friends, lunch bunch, use cooperative learning
groups, teach social skills
• Personnel Training
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Accommodations
There are two main types of accommodations:
• Environmental- change the classroom or school environment to
benefit the student
• Academic- apply more to learning and teaching (classroom and
tests)
• Accommodations to the curriculum
• Accommodations to how curricular information is provided
• Accommodations are not a replacement for teaching skills
(Modifications are not either!)
• Academic performance is not the sole indicator of a student’s need for
accommodations and/or services
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Example Accommodations
• Augmentative and Alternate Communciation (AAC) Systems
• Adapted Keyboards
• Advance notice of assignments/syllabi
• Alternative ways of completing assignments
• Assistive computer technology
• Assistive Listening Devices
• Classroom Set-up (structural)
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Example Accommodations
• Classroom Set-up (aesthetic)
• Location of the classroom
• Picture Exchange Communication System(PECS) or other visual
representation system
• Pencil grips and other writing instruments
• Social Stories and Social Scripts
• Testing (quite place, extended time, different presentation or response
format
• Time Extensions
• Timers
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Example Accommodations (continued)
• Touch Screen Computers
• Videos
• Voice Output Communication Aids (VOCAs) or Speech Generation Devices
(SGDs)
• Weighted vests or mats
• Work Systems
Additional Resources
• School accommodations and modifications
http://www.wrightslaw.com/info/sec504.accoms.mods.pdf
• Florida Department of Education Accommodations Handbook
http://www.docstoc.com/docs/159171465/Accommodations-andModifications---Florida-Department-of-Education
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Assistive Technology (AT)
• Intended to help children with disabilities learn and meet their IEP goalsnot a substitute for teaching the child to read and write
• Helps a child to work around weaknesses cause by their disability
• Promotes confidence and independence
• Recommended Resource for overview of AT and advice for selection of
tools from Marshall Rasking, Ph.D, http://www.greatschools.org/specialeducation/assistive-technology/784-parents-guide-to-assistivetechnology.gs?content=784
• If your child sees a private practice professional and they feel AT is
necessary for the child, have then write a strong letter to the school
system regarding the child’s need and the impact on his education if school
system refuses to provide the specific AT.
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
AT Services Include
• An evaluation of the child’s needs for AT
• Training for the child, family members, school personnel about how
to use the assistive technology device
• Instruction in how to operate or use the device
• Customization of the device
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
AT includes thousands of high tech and low tech tools
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Computer hardware/software, other electronic devices(e.g iPads)
Communication devices
Dictation software
Text Readers
Computerized speaking devices
Pencil Grips/Slant Boards
Alerting Devices
Assistive Listening Devices (e.g. FM Systems)
Captioning
Text to Speech (reading) and Word Prediction (Writing ) software
Audio Books and Publications
Graphic Organizers and Outlinling
Portable word processors and proofreading programs
Speech recognition programs; speech synthesizers and screen readers
Talking spell checkers, electronic dictionaries
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Other AT resources
• Wisconsin Technology Checklist
http://www.atp.ne.gov/techassist/ATcklistWATI.pdf
• Strategies for Assistive Technology Negotiation (how to respond to
school resistance for AT services/devices)
http://www.wrightslaw.com/info/at.strat.edyburn.htm
• Glossary of Assistive Technology Terms
http://www.ctdinstitute.org/sites/default/files/file_attachments/ATGlo
ssary.pdf
PARENT ADVOCATE COALITION FOR EXCEPTIONAL STUDENTS
Extended School Year (ESY Services)
• ESY is Special Education and Related Services for children with disabilities
provided beyond the traditional school year
• Schools cannot limit ESY Services:
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to a particular disability category
to a type of service (e.g. related services such as Speech and Language, OT)
set number of days or hours of service
based on financial resources of the school
for administrative convenience
to a one size fits all program
• Decisions about ESY services must be based on your child’s needs, not on what’s
convenient for the school.
• Put your request for ESY services in writing with evidence that supports your
request
• Be prepared to challenge “regression-recoupment” formula used by the school