Overview of Related Services SEPAC Parent Evening Training Series September 20, 2010 6:30p.m.- 8:00 p.m. Buchanan Elementary School MPR

Overview of Overview of Related ServicesRelated Services

SEPAC Parent Evening Training SEPAC Parent Evening Training SeriesSeries

September 20, 2010September 20, 20106:30p.m.- 8:00 p.m.6:30p.m.- 8:00 p.m.

Buchanan Elementary School Buchanan Elementary School MPRMPR

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WelcomeWelcome

• WelcomeWelcome• Introduction of SEPAC Board Which Introduction of SEPAC Board Which

schools are present?schools are present?• Calendar of SEPAC EventsCalendar of SEPAC Events• Today’s Presentation: Overview of Today’s Presentation: Overview of

Related ServicesRelated Services

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What Are Related What Are Related Services?Services?

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• 56363. (a) As used in this part, the 56363. (a) As used in this part, the term "designated instruction and term "designated instruction and services" means "related services" services" means "related services" as that term is defined in Section as that term is defined in Section 1401(26) of Title 20 of the United 1401(26) of Title 20 of the United States Code and Section 300.34 of States Code and Section 300.34 of Title 34 of the Code of Federal Title 34 of the Code of Federal Regulations. Regulations.

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Related Services Related Services DefinitionDefinition

• The term "related services" means The term "related services" means transportation, and such transportation, and such developmental, corrective, and other developmental, corrective, and other supportive services (including speech-supportive services (including speech-language pathology and audiology language pathology and audiology services, interpreting services, services, interpreting services, psychological services, physical and psychological services, physical and occupational therapy, recreation, occupational therapy, recreation, including therapeutic recreation, social including therapeutic recreation, social work services, school nurse serviceswork services, school nurse services

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(including speech-language pathology and (including speech-language pathology and audiology services, interpreting services, audiology services, interpreting services, psychological services, physical and psychological services, physical and occupational therapy, recreation, including occupational therapy, recreation, including therapeutic recreation, social work services, therapeutic recreation, social work services, school nurse services designed to enable an school nurse services designed to enable an individual with exceptional needs to receive a individual with exceptional needs to receive a free appropriate public education as described free appropriate public education as described in the individualized education program of the in the individualized education program of the child, counseling services, including child, counseling services, including rehabilitation counseling, orientation and rehabilitation counseling, orientation and mobility services, and medical services, except mobility services, and medical services, except that such medical services shall be for that such medical services shall be for diagnostic and evaluation purposes only) diagnostic and evaluation purposes only)

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as may be required to assist an as may be required to assist an individual with exceptional needs to individual with exceptional needs to benefit from special education, and benefit from special education, and includes the early identification and includes the early identification and assessment of disabling conditions in assessment of disabling conditions in children.children.

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Adaptive Physical Adaptive Physical EducationEducation

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Criteria for Qualifying Criteria for Qualifying (APE)(APE)

• We have specific guidelines for qualifying, but each test gives We have specific guidelines for qualifying, but each test gives various overall scores/results.various overall scores/results.

• For example: The Test of Gross Motor Development considers For example: The Test of Gross Motor Development considers a delay to be scores that are below the 7th percentile.a delay to be scores that are below the 7th percentile.

• Other tests look at students that score lower than 30% of Other tests look at students that score lower than 30% of

their chronological age or equal to a 1.5 standard deviation their chronological age or equal to a 1.5 standard deviation below the mean in 2 or more assessed areas.below the mean in 2 or more assessed areas.

• Other aspects that are taken into consideration: is a students Other aspects that are taken into consideration: is a students

overall functioning level and whether or not they are overall functioning level and whether or not they are commensurate or above their ability level. There is also a commensurate or above their ability level. There is also a minimum level of required functioning. For example if a minimum level of required functioning. For example if a student is 3-5 years old they would need to be functioning at student is 3-5 years old they would need to be functioning at least at a 7 month old level in order to be "high" enough for least at a 7 month old level in order to be "high" enough for services.services.

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Adapted Physical Education Adapted Physical Education (APE)(APE)

What is APE? What do we do?What is APE? What do we do?

We are a service designed for kids with We are a service designed for kids with significant significant gross gross motor delaysmotor delays

We offer services dependent on the needs of the individual We offer services dependent on the needs of the individual studentstudent

The areas of concern that might warrant some type of APE The areas of concern that might warrant some type of APE service would be delays in:service would be delays in:

a. Locomotion skills-Gait, running, skipping, a. Locomotion skills-Gait, running, skipping,

galloping, etcgalloping, etcb. Object Control skills-Catching, throwing, b. Object Control skills-Catching, throwing,

striking, rolling, etc.striking, rolling, etc.c. Balance skills-Dynamic and static.c. Balance skills-Dynamic and static.d. Playground Gamesd. Playground Gamese. Overall bilateral coordination-Jumping jacks, e. Overall bilateral coordination-Jumping jacks,

skipping, skipping, swinging etc.swinging etc.

Speech & Language Speech & Language ServicesServices

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Speech-Language Speech-Language Pathologists Pathologists

• Speech and Language Pathologists in the state of California Speech and Language Pathologists in the state of California hold a Masters Degree in Speech Pathology. hold a Masters Degree in Speech Pathology.

• Areas of Expertise include: anatomy and physiology of speech Areas of Expertise include: anatomy and physiology of speech and hearing mechanism, disorders of speech and language; and hearing mechanism, disorders of speech and language; principles of acoustics, including hearing testing; augmentative principles of acoustics, including hearing testing; augmentative communicationcommunication

• Most Speech Pathologists hold a state license and a Certificate Most Speech Pathologists hold a state license and a Certificate of Clinical Competence, which requires 300-375 hours of of Clinical Competence, which requires 300-375 hours of supervised clinical experience.supervised clinical experience.

• Speech Pathologists participate in on-going continuing Speech Pathologists participate in on-going continuing education annually. education annually.

• To work in the public school setting, Speech Pathologist should To work in the public school setting, Speech Pathologist should also hold a California Teaching Credential. also hold a California Teaching Credential.

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Speech/Language Speech/Language PathologistPathologist

• Assess communication skills for students in all areas Assess communication skills for students in all areas of suspected needof suspected need

• Determine eligibility for speech or language Determine eligibility for speech or language disorders disorders

• Provide services to students with speech or Provide services to students with speech or language disorder in the continuum of program language disorder in the continuum of program optionsoptions

• Collaborate and consult with parents, teachers, and Collaborate and consult with parents, teachers, and other staff regarding communication development other staff regarding communication development and deficitsand deficits

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Speech and Language Speech and Language ServicesServices

• Students meet eligibility criteria for Students meet eligibility criteria for services under the category of services under the category of Speech Language Impairment in Speech Language Impairment in California SchoolsCalifornia Schools

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Speech & Language Services: Speech & Language Services: ImpairmentImpairment

• A pupil identified A pupil identified with a Speech with a Speech Language Language Impairment as Impairment as defined in section defined in section 56333 of the 56333 of the California California Education Code, Education Code, meets the meets the eligibility criteria eligibility criteria in one or more of in one or more of the following:the following:

• ArticulationArticulation

• VoiceVoice

• Fluency Fluency

• Language Language

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Speech & Language Services:Speech & Language Services: Articulation DisorderArticulation Disorder

• The pupil displays reduced intelligibility or an The pupil displays reduced intelligibility or an inability to use the speech mechanism to such an inability to use the speech mechanism to such an extent that it extent that it significantly interferes with significantly interferes with communicationcommunication and attracts adverse attention. and attracts adverse attention.

• Significant interference in communication occurs Significant interference in communication occurs when the pupil’s production of single or multiple when the pupil’s production of single or multiple speech sounds on a developmental scale of speech sounds on a developmental scale of articulation competency is below that expected for articulation competency is below that expected for his or her chronological age or developmental level his or her chronological age or developmental level and whichand which adversely affects educational performanceadversely affects educational performance..

• A pupil does A pupil does notnot meet the criteria for an articulation meet the criteria for an articulation disorder if the sole assessed disability is an abnormal disorder if the sole assessed disability is an abnormal swallowing pattern.swallowing pattern.

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Speech & Language ServicesSpeech & Language Services::Voice and Fluency Voice and Fluency

DisordersDisorders• VoiceVoice: A pupil may be : A pupil may be

eligible for services if eligible for services if they exhibit an a voice they exhibit an a voice quality characterized quality characterized by deficits in voice by deficits in voice quality, pitch, or quality, pitch, or loudness.loudness.

• ENT physician referral ENT physician referral (Ear Nose Throat) may (Ear Nose Throat) may be warranted be warranted

• Fluency:Fluency: A pupil A pupil may be eligible for may be eligible for services when the services when the flow of verbal flow of verbal expression, expression, including rate and including rate and rhythm, adversely rhythm, adversely affect affect communication communication between the pupil between the pupil and the listener.and the listener.

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Speech & Language ServicesSpeech & Language Services::Language DisordersLanguage Disorders

• The pupil may be eligible for services for with an identified The pupil may be eligible for services for with an identified receptive or expressive language disorder when he or she receptive or expressive language disorder when he or she meets one of the following criteria:meets one of the following criteria:

The pupil scores at least 1.5 standard deviations below the The pupil scores at least 1.5 standard deviations below the mean, or mean, or below the 7th percentilebelow the 7th percentile for his or her for his or her chronological age or developmental level on chronological age or developmental level on two or more two or more standardized tests in one or more standardized tests in one or more of the following areas of of the following areas of language development:language development: morphology, syntax, semantics, or morphology, syntax, semantics, or pragmatics.pragmatics.

When standardized tests are considered to be invalid for the When standardized tests are considered to be invalid for the specific pupil, the expected language performance level specific pupil, the expected language performance level shall be determined by shall be determined by alternative communication meansalternative communication means as as specified on the assessment plan.specified on the assessment plan.

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Speech & Language Services:Speech & Language Services: Facilitating CommunicationFacilitating Communication

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Speech & Language ServicesSpeech & Language Services::Present Level of Present Level of

PerformancePerformance• Present Level of Performance (PLOP) is the baseline of the Present Level of Performance (PLOP) is the baseline of the

student's performance using student's performance using individuallyindividually selected selected evaluation measures in evaluation measures in all areas of suspected needall areas of suspected need..

• PLOP generates PLOP generates current and individuallycurrent and individually designed goals designed goals and objectives and objectives

• Goals are written as Goals are written as measurablemeasurable and address and address state state standardsstandards. .

• The expertise and The expertise and collaborationcollaboration of the of the entire IEP teamentire IEP team facilitates all as aspects of the IEP, including goals and facilitates all as aspects of the IEP, including goals and services, and services, and agreesagrees to them prior to implementation. to them prior to implementation.

• ProgressProgress on goals and objectives are reported in writing on goals and objectives are reported in writing six six times a yeartimes a year and and reviewedreviewed at the next annual IEP. at the next annual IEP.

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Speech & Language ServicesSpeech & Language Services::Additional Factors Additional Factors

Developing an Individual Education Plan:Developing an Individual Education Plan:

• Considerations in advocating for individual student needsConsiderations in advocating for individual student needs

• AttentionAttention: know student’s strengths, interests, preferences: know student’s strengths, interests, preferences

• ParticipationParticipation: help student become an active participant: help student become an active participant

• ComplianceCompliance: measurable educational goals and standards : measurable educational goals and standards

• CollaborationCollaboration: IEP team’s commitment to the “whole” child: IEP team’s commitment to the “whole” child

• ResponsibilityResponsibility: help student become a responsible learner: help student become a responsible learner

• CommunicationCommunication: help student generalize skills mastered: help student generalize skills mastered

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Deaf and Hard of Deaf and Hard of Hearing Services (DHH)Hearing Services (DHH)

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Deaf and Hard of Hearing Deaf and Hard of Hearing (DHH)(DHH)

ServicesServices• The school nurse will complete a hearing screening. The school nurse will complete a hearing screening. • When a student has an undiagnosed hearing loss (e.g. When a student has an undiagnosed hearing loss (e.g.

failed screening). The nurse refers for an assessment.failed screening). The nurse refers for an assessment.• Assessment Plan will be completed by DHH Itinerant Assessment Plan will be completed by DHH Itinerant

Teacher and signed by parent.Teacher and signed by parent.oror

• An outside Audiologist provides a written report An outside Audiologist provides a written report detailing the student’s hearing loss. Report may detailing the student’s hearing loss. Report may include recommendation for hearing amplification include recommendation for hearing amplification equipment.equipment.

• If the student requires the services of the DHH If the student requires the services of the DHH Itinerant Teacherand/or amplification equipment is Itinerant Teacherand/or amplification equipment is necessary for the student to succeed in the classroom, necessary for the student to succeed in the classroom, determination is made at the IEP meeting.determination is made at the IEP meeting.

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DHH ServicesDHH Services

• Services could include, but not be Services could include, but not be limited to such things as:limited to such things as:

• Equipment consultationsEquipment consultations• Direct consult with the classroom Direct consult with the classroom

teacher regarding academic or teacher regarding academic or equipment needsequipment needs

• Direct service to the studentDirect service to the student• Monitoring student’s academic Monitoring student’s academic

progressprogress

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Assistive TechnologyAssistive Technology(AT)(AT)

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Assistive Technology: Assistive Technology: DefinitionDefinition

• Assistive Technology Assistive Technology Service is “any service Service is “any service that directly assists an that directly assists an individual with individual with disability in the disability in the selection, acquisition, selection, acquisition, or use of an assistive or use of an assistive technology device.”technology device.”

--PL 100-407--PL 100-407

• An AT device is “any An AT device is “any item, piece of equipment item, piece of equipment or product system or product system whether acquired whether acquired commercially off the commercially off the shelf, modified or shelf, modified or customized, that is used customized, that is used to increase, maintain, or to increase, maintain, or improve functional improve functional capabilities of capabilities of individuals with individuals with disabilities.”disabilities.”

--PL 100-497--PL 100-497

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• AT for people with AT for people with learning disabilitieslearning disabilities

• AT for people with AT for people with sensory sensory impairmentsimpairments

• Computer accessComputer access• Augmentative Augmentative

Alternative Alternative Communication Communication (AAC)(AAC)

• Low Tech SolutionsLow Tech Solutions• Seating/PositioningSeating/Positioning• Mobility AidsMobility Aids• Activities of Daily Activities of Daily

Living (ADL) and Living (ADL) and Recreation as it Recreation as it pertains to pertains to educationeducation

Assistive Technology: Assistive Technology: AREAS of ATAREAS of AT

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• The IEP team considers AT The IEP team considers AT needs in accordance with IDEAneeds in accordance with IDEA(Individuals with Disabilities Education Act(Individuals with Disabilities Education Act) )

• The team considers possible needs and The team considers possible needs and barriers in the areas of physical, barriers in the areas of physical, communication, cognitive, social communication, cognitive, social competence, academic performance, competence, academic performance, vocational functioning, recreation/leisure vocational functioning, recreation/leisure functioning, environmental functioning as functioning, environmental functioning as they apply to educational needsthey apply to educational needs

Assistive TechnologyAssistive Technology

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• If the IEP team feels If the IEP team feels the student’s needs are the student’s needs are currently being met, currently being met, AT is deemed not AT is deemed not necessary at that time.necessary at that time.

• If the IEP team If the IEP team determines that AT determines that AT devices/services may devices/services may be of potential benefit be of potential benefit to the student, trials of to the student, trials of a device/service may a device/service may be considered or be considered or further assessment further assessment may be considered.may be considered.

Assistive Technology: IEP Assistive Technology: IEP Team ConsiderationsTeam Considerations

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Counseling ServicesCounseling Services

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• Provided when interpersonal or social Provided when interpersonal or social problems interfere with school problems interfere with school performance performance

• Training/counseling groups provided Training/counseling groups provided in social skills and anger in social skills and anger management management

• Help families and schools manage Help families and schools manage crises such as death, illness, or crises such as death, illness, or community trauma community trauma

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• Difference between therapy and Difference between therapy and counseling counseling

• Qualification for DIS Counseling Qualification for DIS Counseling Duration of services Duration of services Counseling & Behavior Support Counseling & Behavior Support Plans Plans

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• High Schools and Middle Schools - High Schools and Middle Schools - Counseling provided by School Counseling provided by School Counselors and School Psychologists Counselors and School Psychologists

• Elementary Schools - Elementary Schools - New RAIN and BREAKTHROUGH New RAIN and BREAKTHROUGH Counseling programs Counseling programs School Psychologists - counseling School Psychologists - counseling with Special Education students with Special Education students

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OTHER COUNSELING RESOURCES:OTHER COUNSELING RESOURCES:

• MVUSD Parent Center MVUSD Parent Center

• Referrals to community therapists Referrals to community therapists

• General Education CounselingGeneral Education Counseling

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County Mental Health County Mental Health Services (CMH or AB 2726)Services (CMH or AB 2726)

• Assembly Bill 2726Assembly Bill 2726– Formally AB 3632Formally AB 3632

• Designed to provide therapeutic Designed to provide therapeutic services to assist students who have services to assist students who have a chronic mental health condition a chronic mental health condition that is impacting their academic that is impacting their academic performance.performance.

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County Mental Health Services County Mental Health Services (CMH or AB 2726): Pre-(CMH or AB 2726): Pre-

Referral ActivitiesReferral Activities• 1. A Behavior support Plan must be in effect for a 1. A Behavior support Plan must be in effect for a

period of at least three months period of at least three months • 2. Current Psycho-educational report 2. Current Psycho-educational report • 3.Team summary notes must include a statement to 3.Team summary notes must include a statement to

the effect of: “The IEP team has reviewed this the effect of: “The IEP team has reviewed this students’ behavior support plan, educational students’ behavior support plan, educational placement, declining academic progress and placement, declining academic progress and psycoeducational assessment. The IEP team is in psycoeducational assessment. The IEP team is in agreement that the students chronic emotional agreement that the students chronic emotional instability is impacting their academic performance instability is impacting their academic performance and is therefore requesting an AB 2726 mental and is therefore requesting an AB 2726 mental health assessment.health assessment.

• 4.Copy of Grades/Transcript4.Copy of Grades/Transcript• 5. Consent to refer5. Consent to refer• 6. All required AB 2726 paperwork6. All required AB 2726 paperwork

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Intensive Individual Intensive Individual Instruction Instruction

( Aide Support) ( Aide Support)

• Aide support is a related service Aide support is a related service that is determined by the IEP that is determined by the IEP guided by the student’s s:guided by the student’s s:

• Severe Academic DelaysSevere Academic Delays• Severe Physical LimitationSevere Physical Limitation• Safety and Health related needsSafety and Health related needs

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( Aide Support)( Aide Support)

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( Aide Support)( Aide Support)• All requests for a 1:1 aide will generate an assessment All requests for a 1:1 aide will generate an assessment

plan presented to parents for their signature to consent for plan presented to parents for their signature to consent for the evaluation to determine the need for a 1:1 aide that the evaluation to determine the need for a 1:1 aide that will be completed by the following personnel:will be completed by the following personnel:

– TeacherTeacher– School PsychologistSchool Psychologist– Program SpecialistProgram Specialist

• The 1:1 aide evaluation team conducts an observational The 1:1 aide evaluation team conducts an observational evaluation that includes:evaluation that includes:

– ObservationsObservations– Review of Records Review of Records – Interview with staffInterview with staff

• Case carrier schedules an IEP team meeting to review the Case carrier schedules an IEP team meeting to review the results of the 1:1 aide evaluationresults of the 1:1 aide evaluation

• The IEP makes the decisionThe IEP makes the decision

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Intensive Individual Instruction Intensive Individual Instruction ( Aide Support) ( Aide Support)

Independence versus DependenceIndependence versus Dependence

• All of the aforementioned aspects All of the aforementioned aspects must be taken into consideration to must be taken into consideration to minimize dependency and reinforce minimize dependency and reinforce independence for the benefit of the independence for the benefit of the student.student.

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Autism Services or Autism Services or Intensive Behavioral Intensive Behavioral Interventions (IBI)Interventions (IBI)

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• ABA ( Applied Behavior Analysis) or IBIABA ( Applied Behavior Analysis) or IBI– Intensive behavior modification treatment Intensive behavior modification treatment

program utilized with children with autismprogram utilized with children with autism• Psychological servicesPsychological services

– School basedSchool based– Home basedHome based– Consultation/SupervisionConsultation/Supervision

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• A student’s behavior is assessed A student’s behavior is assessed through observations that focus on through observations that focus on exactly what the person does, when exactly what the person does, when the person doe it, at what rate, and the person doe it, at what rate, and what happens before (antecedents) what happens before (antecedents) and what happens and what happens and what happens and what happens after behavior (consequences).after behavior (consequences).

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• Skills are broken down into small stepsSkills are broken down into small steps• Each step is taught in a systematic wayEach step is taught in a systematic way• Many opportunities or trials are given Many opportunities or trials are given

repeatedly in structured teaching repeatedly in structured teaching situations and in the course of everyday situations and in the course of everyday activitiesactivities

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• As steps are acquired, the student is As steps are acquired, the student is taught to combine them in more taught to combine them in more complex ways and to practice them complex ways and to practice them in more situationsin more situations

• Problem behavior is not reinforcedProblem behavior is not reinforced• Data is recordedData is recorded

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• Students with autism exhibiting Students with autism exhibiting maladaptive behaviors, significant delays in maladaptive behaviors, significant delays in academic, social, language, adaptive skills, academic, social, language, adaptive skills, may be eligible to receive an ABA program may be eligible to receive an ABA program either provided at home or school settingeither provided at home or school setting

• The IEP team reviews observations and The IEP team reviews observations and recommendations made by all team recommendations made by all team members and makes a decision regarding members and makes a decision regarding the child’s program (whether the child will the child’s program (whether the child will or will not receive an ABA program).or will not receive an ABA program).

Occupational Occupational TherapyTherapy

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Occupational Therapy: Occupational Therapy: What is It?What is It?

• OT’s focus on assisting students OT’s focus on assisting students to engage in meaningful and to engage in meaningful and purposeful daily school purposeful daily school “occupations” so that students “occupations” so that students are successful in the educational are successful in the educational setting.setting.

• The “occupation” of a student is The “occupation” of a student is to learn, play, work and be social.to learn, play, work and be social.

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Occupational Therapy: Occupational Therapy: Need for servicesNeed for services

According to According to Guidelines for OT and PT in the Guidelines for OT and PT in the California Public Schools California Public Schools (1996) (1996)

• OT in the school setting assists special education in:OT in the school setting assists special education in: - identification- identification

- intervention- intervention - assessment- assessment

- program planning / consultation- program planning / consultation

Recommendations for occupational therapy must be Recommendations for occupational therapy must be linked to educationally relevant outcomes, progress linked to educationally relevant outcomes, progress on goals, and the child’s educational/functional on goals, and the child’s educational/functional tasks required in the classroomtasks required in the classroom

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Occupational Therapy:Occupational Therapy:Educational Service Educational Service

DeliveryDelivery• Who decides the frequency and Who decides the frequency and

delivery model?delivery model?• Medical Model verses Educational Medical Model verses Educational

ModelModel• Consultation, Collaboration, Group or Consultation, Collaboration, Group or

Individual models, Pull-out, Push-in Individual models, Pull-out, Push-in • Role as educator to staff, student and Role as educator to staff, student and

parentsparents

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Occupational Therapy:Occupational Therapy:Possible Areas of School Based Possible Areas of School Based

TreatmentTreatment

• Fine motor – handwriting, tool useFine motor – handwriting, tool use• Visual Processing / PerceptionVisual Processing / Perception• Sensory Processing Sensory Processing • Self-CareSelf-Care• Motor Planning / CoordinationMotor Planning / Coordination• Social skills Social skills • Staff / Parent educationStaff / Parent education

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Occupational Therapy:Occupational Therapy:Exit from ServicesExit from Services

The student is functional - completes classroom The student is functional - completes classroom tasks within the educational setting.tasks within the educational setting.

Other educational personnel are able to Other educational personnel are able to implement Occupational Therapy techniquesimplement Occupational Therapy techniques

Student performance remains unchanged despite Student performance remains unchanged despite multiple efforts by the Occupational Therapist to multiple efforts by the Occupational Therapist to remediate concerns or in compensatory remediate concerns or in compensatory techniques.techniques.

Therapy is contraindicated because of a change Therapy is contraindicated because of a change in medical or physical status.in medical or physical status.

Physical TherapyPhysical Therapy

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Physical Therapy : Physical Therapy : What is It?What is It?

• Related service that addresses Related service that addresses orthopedic concerns and impaired orthopedic concerns and impaired functional skills which interfere with functional skills which interfere with the student’s performance in the the student’s performance in the educational environment. educational environment.

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Physical Therapy:Physical Therapy:Need for servicesNeed for services

According to According to Guidelines for OT and PT in the Guidelines for OT and PT in the California Public Schools California Public Schools (1996) (1996)

• PT in the school setting assists special education PT in the school setting assists special education in:in: - identification - intervention- identification - intervention

- assessment- assessment - program planning- program planning

• PT as a related service may not meet all the PT as a related service may not meet all the student’s physical needs, but rather focus on student’s physical needs, but rather focus on those which are impacting the student’s ability to those which are impacting the student’s ability to function at school. function at school.

• Medical Model verses Education Model of ServiceMedical Model verses Education Model of Service

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Physical Therapy:Physical Therapy:Educational Delivery ModelEducational Delivery Model

• To improve the student’s ability to travel throughout To improve the student’s ability to travel throughout the school environment, participate in classroom the school environment, participate in classroom activities, maintain and change positions in the activities, maintain and change positions in the classroom, as well as manage stairs, restrooms, classroom, as well as manage stairs, restrooms, playground and the cafeteria.playground and the cafeteria.

• Services may be provided Services may be provided - classroom - therapy room - playground - classroom - therapy room - playground

- cafeteria - other areas on campus.- cafeteria - other areas on campus.

• Level of service Level of service

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Physical Therapy:Physical Therapy:Exit from ServicesExit from Services

• Goal /objective has been Goal /objective has been achieved/attained. achieved/attained.

• Student is demonstrating the ability Student is demonstrating the ability to function within the educational to function within the educational environment.environment.

• Lack of progress toward the goal Lack of progress toward the goal following sustained treatment. following sustained treatment.

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Vision Itinerant (VI) Vision Itinerant (VI) ServicesServices

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Vision Itinerant Vision Itinerant Services (VI)Services (VI)

• Provide academic accommodations Provide academic accommodations for students with visual acuity for students with visual acuity deficits so that they can have equal deficits so that they can have equal access to the curriculum in their access to the curriculum in their necessary mediumnecessary medium

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VI: Eligibility RequirementsVI: Eligibility Requirements

To Qualify:To Qualify: Best corrected acuity in BOTH eyes 20/70 or Best corrected acuity in BOTH eyes 20/70 or

worseworse Field of vision restricted to 20 degrees or Field of vision restricted to 20 degrees or

lessless

Needed:Needed: Letter from doctor (Optometrist, Letter from doctor (Optometrist,

Ophthalmologist, Pediatrician) stating Best Ophthalmologist, Pediatrician) stating Best corrected acuity in both eyes, Diagnosis, and corrected acuity in both eyes, Diagnosis, and PrognosisPrognosis

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VI: ProceduresVI: Procedures

• Doctor’s letter is presented to Doctor’s letter is presented to districtdistrict

• District initiates a referral to the District initiates a referral to the County Office of EducationCounty Office of Education

• Vision Itinerant will complete a Vision Itinerant will complete a Functional Vision Assessment to Functional Vision Assessment to determine needs and determine needs and accommodationsaccommodations

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VI: AccommodationsVI: Accommodations

• Enlarged print books and materialsEnlarged print books and materials• Magnification devicesMagnification devices• Auditory books (CD/tape)Auditory books (CD/tape)• Black lined papersBlack lined papers• Raised line drawingsRaised line drawings• Multi-sensory toys/manipulativesMulti-sensory toys/manipulatives• MarkersMarkers• Other forms of assistive technology as deemed Other forms of assistive technology as deemed

necessary during Functional Vision Assessmentnecessary during Functional Vision Assessment

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Orientation and Mobility Orientation and Mobility (O&M)(O&M)

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Orientation and Mobility Orientation and Mobility (O&M)(O&M)

• For those students whose visual For those students whose visual impairment impedes the safe travel impairment impedes the safe travel to/from school, within school, and in to/from school, within school, and in the communitythe community

• RCOE Itinerant teaches use of safe RCOE Itinerant teaches use of safe cane travel and orients students to cane travel and orients students to campus layoutcampus layout

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TransportationTransportation

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TransportationTransportation

DefinitionDefinition– Education Code 41850(d) defines Education Code 41850(d) defines

“special education transportation” as:“special education transportation” as:

““The transportation of severely disabled special The transportation of severely disabled special day class pupils, and orthopedically impaired day class pupils, and orthopedically impaired pupils who require a vehicle with a wheelchair pupils who require a vehicle with a wheelchair lift, who received transportation in the prior lift, who received transportation in the prior fiscal year, as specified in their individualized fiscal year, as specified in their individualized education programeducation program.”.”

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Transportation:Transportation:IEP ConsiderationsIEP Considerations

The IEP, 504 or IHP team need to The IEP, 504 or IHP team need to consider all of the following:consider all of the following:

1.1. The student’s safety and health needsThe student’s safety and health needs2.2. The extent to which transportation The extent to which transportation

arrangements may help the student arrangements may help the student develop independent mobility skillsdevelop independent mobility skills

3.3. The student’s difficulty in using regular The student’s difficulty in using regular transportation servicestransportation services

4.4. The coordination of regular and special The coordination of regular and special transportationtransportation

(Students with disabilities who do not meet any of the above criteria (Students with disabilities who do not meet any of the above criteria may use regular home-to-school transportation)may use regular home-to-school transportation)

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Transportation:Transportation:IEP ConsiderationsIEP Considerations

During IEP discussionDuring IEP discussion– Does student require transportation?Does student require transportation?

• Yes or No?Yes or No?

– If yesIf yes• Stop to StopStop to Stop

– Student is physically and mentally able to walk to Student is physically and mentally able to walk to the bus stop without being at riskthe bus stop without being at risk

• Curb to CurbCurb to Curb– Student would be at risk to walk to bus stopStudent would be at risk to walk to bus stop

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Transportation:Transportation:Home and Non-Home Home and Non-Home

SchoolSchoolHome School V. Non-Home SchoolHome School V. Non-Home School

– If Special Education Program is If Special Education Program is available at student’s home schoolavailable at student’s home school• Transportation is not providedTransportation is not provided

– Unless IEP team decides based on student’s Unless IEP team decides based on student’s needsneeds

– If Special Education Program is If Special Education Program is notnot available at student home schoolavailable at student home school• Transportation will be provided by the Transportation will be provided by the

districtdistrict

70


• Questions?Questions?

Documents

Overview of Related Services SEPAC Parent Evening Training Series September 20, 2010 6:30p.m.- 8:00 p.m. Buchanan Elementary School MPR