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Description of Content
Description of Content
Part of a special education teacher’s job is to identify the services provided by the school and the teachers to help the student achieve all of his or her goals. One key thing to remember about these services is that they are required to be individualized to each student’s particular needs. The IEP should include opportunities for the student to participate in general education settings as much as possible, as well as nonacademic events (for example, football or basketball games).
These services and supports should enable a student to:
Make progress toward meeting her academic and/or functional annual goals
Be involved and make progress in the general education curriculum, and to participate in extracurricular (e.g., drama club) and other nonacademic (e.g., attending a school football game) activities
Participate in these activities with other students, both with and without disabilities
Common Errors to Avoid
Common Errors to Avoid
Services should clearly:
Address all of the student’s needs
Include evidence-based practices whenever possible.
When addressing behavior:
Consider the inclusion of PBIS in response to the student’s behavior
Schedule an IEP meeting to review the IEP to address behavioral concerns after a reasonable parental request or school-based personnel become aware of problem behaviors
Discuss concerns of parents or school personnel about the student’s behavior and its effects on the student’s learning during an IEP meeting
Implement the behavior supports in the student’s IEP. The student’s FAPE can also be jeopardized when behavioral supports that are not included in the IEP or that are not appropriate for the student are implemented.
Types of Services
Types of Services
Special Education
Specially designed instruction that meets the unique needs of a student with a disability in the areas of academics, functional and behavioral skills, and/or secondary transition
More intensive and individualized instruction than is typically provided in the general education classroom
Provided by an education professional with expertise in individualizing and intensifying instruction, progress monitoring, and data-based decision making
Related Services
Supportive services necessary for that student to benefit from special education services
Examples include transportation, psychological services, speech-language therapy, occupational therapy, physical therapy, counseling, social work services, and school health services
Not allowable: services delivered by a medical doctor or those related to insertion, optimization, or maintenance or replacement of surgically implanted medical devices (e.g., cochlear implant)
Usually provided one or more times per week for short periods of time (e.g., two sessions/week, 30 minutes each)
The student can receive more than one related service, based on her individual needs
Supplementary Aids and Services
Accommodations or modifications that allow the student to access both education-related and nonacademic school-related activities
Can also include:
Other types of direct services and supports to the student (e.g., health care assistant for a student with significant health needs)
Support and training for relevant school staff (e.g., collaborative planning time for teachers)
Program Modifications and Supports for School Personnel
Supports provided to school personnel to assist them in helping a student achieve his or her annual goals and to be involved in the general education classroom
Can include things like training on special equipment, adaptations to the general education classroom, or specialized training for the general education teacher
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