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Supplementary Aids and Services (SaS) Toolkit. Meredith Penner, M.Ed. Program & Training Specialist BCIU #22. What are supplementary a ids and services?. Aids, services and other supports Provided in regular education classes or other related settings - PowerPoint PPT Presentation
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Supplementary Aids and Services (SaS) Toolkit
Meredith Penner, M.Ed.Program & Training Specialist
BCIU #22
What are supplementary aids and services?
Aids, services and other supports
Provided in regular education classes or other related settings
Enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate
IDEA 2004 Section 602(33)
Supplementary Aids and Services(Etscheidt & Bartlett, 1999)
Collaborative Personnel and team collaboration
Instructional Delivery of instruction, modified curricular needs, assessment, grading
Social-Behavioral Behavioral supports, self management, peer supports
Physical Physical environment, mobility, room arrangement, seating
What is the SaS Toolkit?
The Supplementary Aids and Services Toolkit guides teams through steps that lead to the identification of services and supports to enable a student with a disability to learn and
succeed within general education classroom settings.
A multi-step student specific collaborative process Identifies potential barriers that exist in the general
education if nothing is changed Identifies support options to increase student learning &
participation in general education classrooms Focuses on changing the student, you develop ways of
adapting and modifying the environment.
Implementation Sequence
Suggested Personnel Toolkit Component(s)
Learn About the SAS Consideration Toolkit and Process
Special education administrators, PaTTAN and IU Technical Assistance Personnel serve as resources to IEP team
Overview and Preparation for Use
Compile and organize information about the student
All team members Student Profile
Create profile of general education setting(s)
General and special educator compile information and share with team
SAS Consideration Tool, Step 1
Identify potential barriers to learning and curriculum access in the general education classroom
All team members SAS Consideration Tool, Step 2
Identify strategies and services to eliminate barriers
All team members; specialists as needed to supplement team expertise (e.g., AT specialist, behavior specialist, PaTTAN/IU consultants)
SAS Consideration Tool, Step 3SAS Resource Wheel
Discuss and analyze appropriate SAS options and determine viable alternatives for implementation
All team members and consultants
SAS Consideration Tool, Step 4
Considering the Full Range of SaS SaS should be:
• Available to all students who need them
• Designed to provide meaningful educational benefit
• Provided in a manner that avoids stigmatizing students
Potential Support Strategies: Collaborative Examples
Scheduled team meetings Co-teaching Friendship facilitation Ongoing consultation Weekly/daily communication Staff training Mentor teachers
Potential Support Strategies: Instructional Examples
Using keyboard/portable device; instruction in keyboarding skills; use of scribe
Reading directions aloud Using special paper or
writing tools Simplifying directions Providing visual cues Increasing individualized
assistance Presenting instruction
differently Allowing students to
respond in a different manner
Modifying curricular goals
Potential Support Strategies: Social-Behavioral Examples
Behavioral support plan Social skill training Scheduled breaks Friendship facilitation or
Circle of Friends Changing the “rules” (e.g.
allowing gum or water bottle to address sensory needs)
Potential Support Strategies: Physical Examples
Arrange furniture differently Allow testing in a separate
room Allow extended time or
multiple sessions to complete tests
Provide student requested breaks in pre-set area out of the classroom
Allow water bottle or sensory toy at desk
Make available an adapted chair
Determination of SaS:What it is NOT
Listing every accommodation available on the IEP form, hoping “something” will work
Using a standard set of accommodations for each student who has a similar disability label
Making modifications without assessing and discussing thoroughly what the student may need
What SaS is NOT (Cont.)
Developing an IEP without an analysis of potential general education environments
Limiting consideration of SAS to those that the team has experience in implementing
Beginning the IEP development process with a predetermined placement already in mind, based on whether the student currently is placed and/or his/her disability
Use of a calculatorTEXT ON TAPEVisual prompts to stay on task
Visual schedule
Fidget seat
Adapted seating
Textured bulletin boardExtra time
to take tests
Advance notice for change in routine
Collaboration time for teachers to talk
Ability Awareness training
Modified Curriculum
PRE-TEACHINGAir conditioned Classroom
Seating to
allow visual access from the
right
Teacher Aide Assistance
Chunky crayons
Social Skill Instruction
Change in rules or expectatio
ns
Examples:
Private Duty Nurse
Teacher Training Provide
for Sensory Breaks
Who Completes the SaS Tool Kit?
General Ed Teacher
Special Ed Teacher
Parent
OT and PTSpecial Ed Supervisor
Principal
Other Support Staff
Component A COMPONENT A- provides an overview
of the SaS consideration process, describing who is responsible for actions at each step of the process.
Component B
Student Profile: Summary of Strengths,Needs, and Learning Characteristics
COMPONENT B- assists teams in organizing student specific information in a format designated to facilitate instructional planning and problem-solving to support inclusive practices.
Component C COMPONENT C - the tool that guides IEP team members through a four-step process and results in the identification of student-specific, environmentally-referenced supplementary aids and services.
Step 1: Environmental Scan of General Education Classroom
* To be completed by the general education teacher (with input from the special education teacher as needed) prior to the team meeting
Supplementary Aids and Services (SAS) Consideration Tool1
Completed By:Identify classroom(s) used as a reference point for Step 1:
Date:Student:
2Coding Key: 1 = never; 2 = occasionally; 3 = frequently
1 2 31 2 31 2 31 2 31 2 31 2 31 2 3
Printed Materials Textbook Workbook Trade book Worksheets Newspapers/magazines Other ____________________ Other ____________________
Frequency of Use2
1.1 Instructional Method/ Materials
Identify supplementary aids and services that could support this student’s participation and learning in this class. Consider all possibilities, consulting available resources and support personnel.
Given what you know about this student, identify any difficulties you can anticipate in this setting, based on his/her current skills, needs, and learning style.
Use, as a reference point, the general classroom(s) this student would attend if he or she did not have a disability. In collaboration with the general education teacher(s), create a profile of the instructional environment(s) by circling the number that best describes the frequency of use of identified materials and instructional practices.
Step 3: Identify Support StrategiesStep 2: Identify Barriers to Learning and Participation
Step 1: Environmental Scan of General Education Classroom
Component D Self-Check for Teams
COMPONENT D is a self-assessment tool for teams to use as they move through the SAS Consideration Toolkit to ensure fidelity in the development of an IEP that is focused on maximizing student participation in the LRE and meaningful access to the general education curriculum.
Determine which SaS will be implemented:
Identify the most appropriate
supplementary aids and services needed to support this student’s learning in general education settings
SaS Includes Supports for Adults, too!!
Adults need supports to do things in ways that they have not had previous experience
Identify training, technical assistance, administrative support needs, and other resources that are needed to deliver supplementary aids and services in ways that are new to instructional personnel
What Happens When?
Before•All team members receive a copy of the 4 SaS Components to
review•Special and General Education teachers complete section 1 of
Component C (Profile of General Education Classroom)•Special and General Education teachers complete “Sensory, Motor,
and Processing Considerations” (Section B-4)
During
•Team receives a copy of the completed “Profile of the General Education Classroom”
•Team completes the “Strengths and Interests” section of Component B
•Team identifies potential barriers within the general education classroom to curriculum access and instruction
•Team identifies strategies and services to eliminate barriers•Team identifies viable alternatives for implementation
After •Follow up IEP revision meeting to add supports and services as needed
•Action plan is implemented based on consensus of team members•Team members receive a copy of the action plan
Whether students’ needs have been met is reflected not only by
whether they have attained certain objectives, but by the
impact the educational experiences have had on their
lives. Michael Giangreco, 1994
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