Service Delivery Model

Service Delivery ModelBy: Jeremy Henderson

OverviewThis PowerPoint will provide the benefits and disadvantages to students and educators in regards to both Specialized Academic Instruction (SAI) General Education environment and SAI Separate environment. Furthermore, this PowerPoint will go in-depth into the positive and negative psychological impacts on students with disabilities that receive such services in each environment.

Defining IDEAEnacted in 1975Principal law relied upon to obtain appropriate education servicesIDEA requires the development of an Individualized Education Program (IEP)

https://www.youtube.com/watch?v=3XMndYNEGFA

Least Restrictive Environment (LRE)

History of LRELRE was enacted in 1975LREs basic provisions have remain constant over the last 30 years

Defining LRETo the maximum extent appropriate, children with disabilities are educated along side their nondisabled peersRemoving a children with a disability from the general education setting is allowed only when the nature of the disability is such that education in the general education setting with the use of supplementary aids and services cannot be achieved satisfactorilyPlacement decisions must be based on a childs unique needs and IEP, not on educator convenience, disability label, or allocation fundinghttps://www.youtube.com/watch?v=sc5pgXhyLoQ

Service Delivery

What does special education service delivery include?Specially Designed InstructionAnticipated frequency, duration and location

Related ServicesAnticipated frequency, duration and location

Nonacademic Services and ActivitiesAnticipated frequency, duration and location

FrequencyNumbers of sessions/hours in which services will be deliveredTypical frequency intervals are per week, month, and reporting period or yearIntervals should be chosen on the basis of student making progress toward annual goalsBased on needs of each student

DurationDuration is the service time per sessionDuration of sessions should be specificBased on student needs and not educator convenience

LocationPhysical setting were student receives services (i.e. general education)Location cannot be based on educator convenience or school schedulesMust be based on specific individual student needs

Advantages of SAI General Education Setting

Development of appropriate social skillsNot missing direct instruction or lesson contentPositive psychological impactOpportunity for peer buddy learning with peers at a higher academic level

Disadvantages of SAI General Education Setting

Not receiving adequate supportsLess of an opportunity to receive one-on-one and/or small group instructionStudent to teacher ratios are less favorable for special education studentsAcademic content may not be appropriate for students current academic levelInstruction moving too swiftlyLess of an opportunity to reteach or review specific lessons

Advantages of SAI Separate Setting

Receiving one-on-one or small group instructionHigher probability to reteach or review content material Tailoring lesson plans to individual students and their academic needs

Disadvantages of SAI Separate Setting

Psychological impactClass disruptionMissing direct instruction or lesson contentReduced chance of developing appropriate social skills

Conclusion

IDEALREService DeliveryAdvantages of each settingDisadvantages each setting

Work CitedAbrams, L.M., & McMillan, J.H. (2007). Alignment analysis of the 2006 Virginia standards of learning tests, the Virginia grade level alternative assessments, and standards of learning. Richmond, VA: Virginia Commonwealth University. Retrieved from http://crankytaxpayer.org/Schools/VGLA/Math_ReadingAlignment%20Study%20Report_Public.pdfArguelles, M., Hughes, M, & Schumm. (2000). Co-Teaching: A different approach to inclusion.Bailey, Brent, M., Head, & Daniel, N. (1993). Providing o&m services to children and youth with sever and multiple disabilities. Brandel, J. & Loeb, D. (2011). Program intensity and service delivery models in the schools: SLP survey results. Language, Speech, and Hearing Services in SchoolsBoard of Education, Sacramento Unified School District v. Holland, 786 F. Supp 874, 73 Ed. Law Rep. 969 (E.D.Cal. 1992).

Work CitedCarlberg, C. & Kavale, K. (1980). The efficacy of special versus regular class placement for exceptional students: A meta-analysis. Journal of Special EducationCirrin, F., Schooling, T., Nelson, N., Diehl, S., Flynn, P., Staskowski, M., Adamczyk, D.(2010). Evidence-based systematic review: Effects of different service delivery models of communication outcomes for elementary school-aged children.Individuals with Disabilities Education Act (IDEA), Reauthorized PL105-17; 64 F.R. 48, 12406-12671 (1997). Retrieved from http://www.gpo.gov/fdsys/pkg/PLAW-105publ17/pdf/PLAW-105publ17.pd