Guidelines for Making Decisions about IEP Services IEP Services 7 of 8 Decide What Before How.
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Transcript of Guidelines for Making Decisions about IEP Services IEP Services 7 of 8 Decide What Before How.
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Guidelines for Making Decisions about IEP Services
IEP Services 7 of 8
Decide “What” Before “How”
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This series of slide shows is based on:
Guidelines for MakingDecisions about IEP Services
2001Michael F. Giangreco, Ph.D.
University of Vermont, Center on Disability and Community Inclusion
This document is available in a pdf (portable document format) on the internet
http://www.uvm.edu/~uapvt/iepservices/http://www.state.vt.us/educ/Cses/sped/main.htm
Distributed by theVermont Department of Education
Family and Educational Support TeamMontpelier, Vermont
Development of this material was supported by a grant from the Vermont Department of Education, Montpelier, Vermont under the auspices of Vermont Act 117: An Act to Strengthen the
Capacity of Vermont’s Education System to Meet the Needs of All Students, Section 7 (d) (5).
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Decide how services are provided
Modes and Frequency of Service
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Modes of Service
Assessment
Direct Services
Indirect Services
Consultation
Combinations
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Assessment is the gathering of information for educational planning
and includes record review, interview, observation and
administration of formal and informal tools that
are appropriate and
valid for the student.
Assessment
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Direct services are those provided by qualified
personnel directly to a student, including those who
have met state-approved “certification, licensing,
registration, or other comparable requirements that apply to... ...providing special education or related
services”
(34 CFR §§ 300.23).
Direct Service
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In contrast to direct service, indirect services are delivered directly to the student by another
person (e.g., a paraprofessional) under the direct supervision of
a qualified professional.
Indirect Service
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Consultation refers to the planned
communication of information or skills from one person to others. It
can include technical assistance and training,
monitoring, service coordination, and
administrative consultation.
Consultation
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Deciding what combination of service
modes (e.g., direct, indirect, consultation) is
appropriate means matching the mode with
the purpose to be served.
Match mode of service topurpose served
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Decide how much service is needed.
There is no formula to make such decisions,
rather it is based on the student’s needs, past
performance, and priorities.
Frequency of Services
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In determining the frequency of the services,
the amount chosen for one discipline’s
involvement may affect the amount for another discipline. Therefore,
consider the interrelationships among
the disciplines.
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A special consideration regarding frequency of
services pertains to whether a student with
a disability requires extended school year
(ESY) services.
Extended School Year Services
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Extended school year services refer to special education and related services that: are provided to a child with a disability;
beyond the normal school year of the public agency;
in accordance with the child’s IEP;
at no cost to the parents of the child; and
meet the standards of the SEA (State Education Agency).
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“...extended school year services must be
provided only if a child’s IEP team
determines, on an individual basis, … that
the services are necessary for the
provision of FAPE to the child.”
34 CFR 300.309
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In general, the more knowledge and skills, school staff have to
address diverse needs of all students, the lower the need for
specialized services for students with
disabilities.
Consider approaches that build school capacity
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Building the capacity of the school community
allows human and material resources to
be developed and utilized in ways that benefit increasing
numbers of students with and without disability labels.
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The IDEA allows for “paraprofessionals and
assistants who are appropriately trained and
supervised… …to be used to assist in the provision of special
education and related services to children with
disabilities.”
(34 CFR 300.136)
If paraeducator support is proposed, consider its use and
impact
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Sometimes the well-intended assignment of
a paraeducator to a student merely shifts
the responsibilities. It is ironic that this common
solution sometimes results in assigning the least trained and least
qualified adults to students who have the most complex learning
challenges.
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Inadvertent detrimental effects of assigning a paraeducator to an individual student: creates unnecessary and unhealthy
dependencies on adults interferes with teacher ownership and
responsibility for students with disabilities interferes with peer relationships limits students’ access to competent
instruction limits access to typical class activities isolates students within the classroom may be perceived as stigmatizing by students limits personal control and self-determination
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Any paraeducator services offered to a
student with a disability are indirect services.
This is the case because under IDEA
paraprofessionals must be trained for their roles
and supervised by qualified professionals.
They are not to be operating on their own without such training
and supervision.
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There should be a match between the supports to
be provided and the skills of the person designated to provide the supports.
For example, if a student needs extensive curriculum
modifications or the development of a positive behavioral support plan,
assigning a paraprofessional is unlikely to meet that need.
Does paraeducator supportmatch the need?
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Be clear about the times and conditions in which
such supports are needed. For example, one student
may only need certain types of supports when using the bathroom or eating lunch. Another student may only need support during math
activities or in physical education.
At what times or under what conditions paraeducator support match the need?
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Assigning paraeducators, when the root of the
problem rests in curricular, instructional, personnel,
service provision, training, or organizational factors
may mask serious concerns or delay attention
to them.
Will it mask other needs ordelay attention to them?
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After the initial IEP has been
developed, adjustments may be
required to better match the actual
situation where the student will receive
IEP services.
Remember, IEP services can be modified if needed
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Open the next slide show
Open the next slide show labeled:
IEP Services 8 of 8
Slide show 8 of 8 addresses, Implement the Special Education Services and Evaluate the Impact of the Services