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Describing Services in the IEP

Special Education Services are described in the Provisions section of IIEP. Services must be designated as either Direct or Indirect. The IEP must document the setting, frequency and length of time for special education services provided to a student who receives special education within the school week.

Services in the IEP should be written for each individual student, regardless of what is provided to other students in the same classroom at the same time.

Indirect Services (Consultation)

  • Consultation refers to both the amount of service and how it is delivered. Consultation may be provided by a special education teacher, speech-language pathologist or related service provider. It is considered to be a service that is delivered certified staff to certified staff, with minimal services (if any) provided directly to the student.
  • Consultation should be written into the IEP as a minimum of 10 minutes per reporting period
  • Consultation should be delivered person to person whenever possible, and should include
    • Discussion on the implementation of the current IEP
    • Review of cuurent accommodations, progress on goals
    • Implementation of behavior plan and/or behavior data
    • Collaboration to revise/develop future IEPs
  • Consultation should be logged in the Communication section of IIEP unless another communication system is implemented.

Direct

  • Direct service can be provided in the general education or special education setting by certified or non-certified staff.
  • Direct services is provided staff to student.
  • Direct services include:
    • Speech and Language therapy in the general education or special education setting
    • Co Teaching is a delivery model which includes a certified general education teacher and a certified special education teacher delivering coordinated instruction in the general education classroom
      • Requires common planning time
      • Benefits general and special education students who are able to make progress in general education curriculum with some additional support
    • Paraprofessional support in the general education setting
    • Pull out services in the special education setting

Related Services

Related services are those services which are required for a student with a disability to benefit from his/her special education services. 

Speech-language therapy is a Special Education service. It is not considered a related service under state law.

Students who are not found eligible for special education are not entitled to receive related services.

These services may be provided by qualified professionals or as integrated services by teachers or paraprofessionals acting under the direction of qualified professionals.

Related services are transportation and developmental, corrective, and other supportive services that are required for a student to benefit from special education.  SBCSC provides related services to a student if the student’s case conference committee determines that related services are necessary for the student to benefit from special education.

Related services may be provided as direct services by qualified professionals; or integrated services by teachers or paraprofessionals acting in accordance with the instructions with the instructions of qualified professionals.

Related services do not include the following:

  • A medical device that is surgically implanted, such as a cochlear implant.
  • The optimization of a surgically implanted device’s functioning, such as mapping for a cochlear implant
  • Maintenance of a surgically implanted device
  • Replacement of a surgically implanted device

Related services include:

Audiological Services may include (and must be provided by a licensed educational or clinical audiologist):

      • Identification of students with hearing loss
      • Determination of the nature, range, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing
      • Provision of habilitative activities such as:
        • Language habilitation
        • Auditory training
        • Hearing evaluation
        • Speech/lip reading; and speech conversation
      • Creation and administration of programs for prevention of hearing loss
      • Counseling with and guidance of students, teachers, and parents regarding hearing loss; and appropriate hearing aid, and evaluating the effectiveness of amplification;

    Write in audiological services ONLY when the SBCSC’s educational audiologist has made this written recommendation.

Autism Consultation

Autism Consultation may include the following supports:

  • Planning with building principals and staff to meet the needs of incoming students with ASD.
  • Providing teachers and paraprofessionals assigned to specific students with ASD strategies (i.e. academic accommodations, environmental accommodations, behavioral accommodations) and visual tools (i.e. daily schedules, first/then card, count down cards) to support them in the school environment.
  • Collaborating with SLPs who provide language therapy to target pragmatic language and social skills.
  • Attending IEP conferences for students assigned to caseload.
  • Assisting the Multidisciplinary Team in determining ASD eligibility.

Each district is assigned an Autism Consultant which is listed on the Special Education Staff Page.

Autism Consultants will add related service to student’s IEP.

Counseling Services may include:

      • Sharing career information
      • Administering interest inventories or other career assessment instruments
      • Providing assistance in career planning
      • Guiding the identification of and planning for a student’s course of study designed to help the student achieve the postschool goals and outcomes
      • Assisting the student to understand/cope with a disability; cope with a personal problem or crisis, and develop and implement a behavioral intervention plan

    Counseling services may be provided in the instructional setting or another setting ;and on a regular schedule or an as-needed basis.  They may be provided by school social workers school counselors, school psychologists, clinical or child psychologists, administrators, teachers, related services personnel, vocational rehabilitation counselors or other qualified professionals.

Interpreting Services

Interpreting services include the following:

  • When used with respect to students who are deaf or hard of hearing, the following:
    • Oral transliteration services.
    • Cued language transliteration services.
    • Sign language transliteration and interpreting services.
  • Special interpreting services for students who are deaf-blind.

Individuals who provide sign language transliteration and interpreting services must be certified to interpret in an educational setting.

Occupational Therapy may include (and must be provided by a certified occupational therapist or certified occupational therapy assistant under the supervision of a certified occupational therapist:

      • Evaluating
      • Developing, improving or restoring functions impaired or lost through illness, injury or deprivation
      • Improving ability to perform tasks for independent functioning if functions are impaired or lost
      • Preventing, through early intervention, initial or further impairment or loss of function
      • Designing or adapting materials, equipment or the educational environment
      • Consulting with parents, teachers, paraprofessionals and other related services personnel regarding activities that can assist in meeting the goals of therapy.

    Write in occupational therapy as a related service ONLY upon a SBCSC OT’s written recommendation.

Orientation and Mobility Services are provided to students who are blind or have low vision, by qualified professionals to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community and include teaching students (as appropriate):

      • Spatial and environmental concepts and use of information received by the senses to establish maintain, or regain orientation and line of travel
      • Using the long cane or a service animal
      • Understanding and using remaining vision and distance low vision aids other concepts, techniques and tools

Parent Counseling and Training may include assisting parent in understanding the special needs of their child, providing parents with information on child development and assisting parents in understanding the student’s educational program and helping them to acquire the necessary skills that will allow them to support the implementation of their child’s IEP.

Parent counseling and training are to be provided as part of the case conference process or in the form of special meetings or conferences.  They may be provided by school social workers school counselors, school psychologists, clinical or child psychologists, administrators, teachers, related services personnel, vocational rehabilitation counselors or other qualified professionals.

The nature of the parent counseling and training needs must guide the selection of the appropriate individual and manner in which the counseling and training are provided.

Physical Therapy may include(and must be provided by a certified physical therapist or certified physical therapy assistant under the supervision of a certified physical therapist:

      • Evaluating
      • Designing and implementing activities to prevent, correct, treat or alleviate impairments
      • Evaluating,  designing and recommending adaptation of assistive devices and equipment and consulting with parents, teachers, paraprofessional and other related services personnel regarding activities that can assists n meeting the goals of therapy

    Physical therapy must be provided only upon referral or order of a licensed physician, podiatrist, psychologist, chiropractor or dentist.

    Write in physical therapy as a related service ONLY upon a SBCSC PT’s written recommendation.

Psychological Services must be provided by school, clinical, and child psychologists or psychiatrists who are appropriately licensed and trained to provide the following services:

      • Administering psychological and educational assessments as a member of the M-team
      • Interpreting assessment results
      • Obtaining, integrating, and interpreting information regarding student behavior and conditions related to learning
      • Consulting and working with school personnel and parents in planning and developing a student IEP to meet the special needs of a student as indicated by:  psychological assessments, interviews, direct observation, behavioral assessments
      • Planning and managing a program of psychological services including psychological counseling for students and parents
      • Assisting in developing positive behavioral intervention strategies

Recreation Services may include the assessment of leisure function, therapeutic recreation services, recreation programs in the schools and community agencies, and leisure education.

Rehabilitation Counseling Services may include services provided by qualified professionals in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of the student with a disability.  They also may include vocational rehabilitation services provided by Vocational Rehabilitation programs.

School Health Services include health services that are designed to enable a student with a disability to receive a free appropriate public education as described in the student’s IEP.  These must be provided by either a licensed school nurse or other qualified personnel.

School Nurse Services are health services that are designed to enable a student with a disability to receive a free appropriate public education as described in the student’s IEP.  These include services such as developing health care plans that are integrated into the student’s IEP.  These must be provided by either a licensed school nurse or other qualified personnel.

School Social Work Services may include (and must be provided by a licensed school social worker):

      • Group and individual counseling with the student and family
      • Working, in partnership with parents and others, on those problems in a student’s home, school, and community life that affect the student’s adjustment in the educational setting
      • Assisting in developing positive behavioral intervention strategies

      Write in Social Work Services as a related service ONLY upon a SBCSC School Social Worker's written recommendation

Transportation may include travel to and from the educational setting and between educational settings, in and around the educational setting, to and from related services that are provided outside the educational setting or for participation in nonacademic and extracurricular activities if transportation is provided to non-disabled students.

Transportation may be provided by the student’s parent, but only if the parent is willing to provide transportation, in which case the parent is entitled to reimbursement at the rate that employees of the SBCSC are reimbursed for travel expenses.

Transportation as a related service must be provided when:

  • The student needs assistance moving from place to place within the educational setting
  • The student is enrolled in a school other than the school the student would attend if not disabled
  • The student is enrolled as a residential student in a public or private residential facility
  • When issues about the student’s special physical health, mobility, or behavior require special consideration for type of transportation safety, supervision, assistance, or time in transit
  • The student requires a shortened instructional day
  • The student needs a related service that is provided at a site other than the student’s school or outside of the instructional day

Transportation Guidelines:

  • A student with a disability shall be transported to and from school with students without disabilities whenever appropriate.
  • Special education transportation is a related service as determined by the case conference committee
  • There should be a direct relationship between the student’s educational program for which transportation is being considered and the student’s educational benefit. 
  • For students attending their home school and the parent is requesting a pick-up or drop- off location other than the student’s residence, transportation may be provided if pick-up and drop-off locations (e.g. child care) are within the school’s boundaries.  This does not include students who receive services through a program located only at a few specific schools (e.g. Life Skills, BEST, SNAP, YAS).
  • Students in wheelchairs with trays will not be transported with the trays attached to the chair.  The tray as well as walkers and other equipment must be safely secured while the bus is in transit.
  • Students in wheelchairs must be transported with both seat belts and other necessary tie-down equipment.
  • The parent of a student with a disability cannot be required to provide transportation for their child. 

Adding Related Services to the IEP