Education is not a one-size-fits-all, especially when it concerns supporting children with disabilities. Suppose a child named Chris has trouble with communication and fine motor skills. The special education teacher will create an engaging learning environment with the additional support of speech therapy or occupational therapy, for instance, so that Chris can express his ideas more effectively. This is where related services will be beneficial. These are the secret ingredients for success.
Under the Individuals with Disabilities Education Act (IDEA), related services are mandatory as a part of a child’s Individualized Education Program (IEP). It ensures that children have the support they need to meet the challenges in the education system.
In this article, we will take a closer look at the role of related services within the IEP and understand its importance in creating a supportive learning environment for the child with disabilities.
What are Related Services
The support needed to enable a kid with disability to gain from special education is known as related services. This could include getting the student and parent to tutoring sessions, working with a speech therapist, teaching them how to use assistive technology, teaching them how to use sign language, giving teachers who work with students specialized training, and much more.
12 Examples of Related Services
Let’s take a look at primary examples of related services that show us how to support children with disabilities in a better way.
1. Speech-language pathology and audiology services:
This service is effective for a child who struggles to pronounce certain words. A speech-language pathologist works with them with the help of fun activities to keep them interested and exploring such words to communicate in a better way.
2. Interpreting services:
Sign language interpreters can help children who are deaf or have impaired hearing to communicate through lessons. Such students can participate in discussions without feeling left out.
3. Psychological services:
It is important that children with disabilities face emotional and behavioral challenges. So, if they face anxiety or have difficulties in social situation, they can provide counseling and coping strategies
4. Physical and occupational therapy:
An occupational therapist could focus on a child who has problems with fine motor skills, on things like cutting with scissors or buttoning a blouse, making daily tasks easier and improving confidence.
5. Recreation, including therapeutic recreation:
Through engaging in enjoyable group activities, a therapeutic recreation program can assist a kid in developing social skills by promoting peer connection.
6. Early identification and assessment of disabilities:
This service makes sure that any probable impairments are found as soon as possible. For instance, early evaluation can result in prompt support if a kid exhibits developmental delays, enabling them to catch up and succeed in school.
7. Counseling services:
Counseling services offer direction and emotional support. Rehabilitation therapy facilitates the adult transition of people with disabilities. For example, a school counselor can assist a disabled high school student in making plans for employment training or college, so positioning them for success in the future.
8. Orientation and mobility services:
Children who are visually impaired can learn safe environmental navigation with the use of these programs. To promote independence and confidence in daily tasks, a professional could instruct a youngster on how to cross streets or use a white cane.
9. Medical services for diagnostic or evaluation purposes:
These services are offered to evaluate a child’s health requirements in relation to their education. A school nurse, for example, might perform hearing exams to make sure a child can hear well in class and to detect any problems that would interfere with learning.
10. School health services and school nurse services:
Children are guaranteed access to basic healthcare while attending school thanks to school health programs. To ensure that medical needs do not impede learning, a school nurse may administer medicine, handle chronic health conditions, or give first aid.
11. Social work services in schools:
Social workers support families and students in overcoming obstacles that could affect their education. For instance, a school social worker can assist a kid’s general wellbeing by connecting the family with resources and offering counseling if the child is experiencing family problems.
12. Parent counseling and training:
With the support of these services, parents may better understand their child’s needs and learn how to speak up for them. To enable parents to actively participate in their child’s education, seminars could, for example, teach them about their rights to special education and how to set up productive home learning environments.
IDEA’s Exact Words
IEP is a key component in IDEA that sets out clear guidelines. According to the IDEA’s Requirement (§300.320(a)(4)) each child’s IEP must include:
- Special education and related services for children with disabilities.
- Instructions should be designed to meet children’s specific learning needs as well as any additional services to help them succeed. For example if they need speech therapy to improve communication skills, the service must be clearly outlined.
- Services should be based on peer-reviewed research to help extend the practices.
- All strategies outlined in IEP must support their effectiveness towards child’s learning.
Purpose and Aim
The IEP is more than simply a paper; it is a child’s educational roadmap, and the associated services are intended to support the kid in achieving a number of important goals:
- Progress Toward Annual Goals: Measurable, needs-based annual goals are part of every IEP. In order to ensure that children are making academic and developmental progress toward these goals, related services are essential.
- Participate in the General Education Curriculum: Ensuring that children with disabilities may access and benefit from the General Education Curriculum is one of the main goals of IDEA. By filling in any gaps, related services enable kids to participate completely with their peers and the larger learning environment.
- Engage in Extracurricular and Nonacademic Activities: Education is not limited to the classroom, and children’s participation in extracurricular and nonacademic activities is supported by relevant services. Fostering social skills and inclusivity in children may entail offering transportation or support personnel to enable them to engage in sports, clubs, or field excursions.
- Learn alongside Children Without Disabilities and Other Children with Disabilities: One of the main tenets of IDEA is inclusion. The purpose of related services is to provide an inclusive learning environment where kids with and without impairments can attend school together. All of the pupils benefit from this contact, but it also helps the child who is receiving treatment.
Beginning with Evaluation
Comprehensive Assessment
A comprehensive evaluation is important before supporting a child for their special education. It is crucial to understand their unique strengths and challenges.
This is how it operates:
Every Need Area: Children need to be evaluated in every need area, which includes:
- Cognitive Skills: Being aware of a child’s learning style and thought process.
- Academic Skills: Assessing writing, math, and reading proficiency.
- Social and Emotional Development Skills: Including how they manage their emotions and interact with others.
- Communication Skills: Evaluation of verbal and written communication skills.
- Physical Development: Examining both fine and gross motor skills is physical development.
- Approach: To provide a comprehensive picture of the child’s requirements, the evaluation team frequently consists of a variety of specialists, including educators, psychologists, and speech therapists.
Identifying Related Services Needs
The results of the evaluations assist in determining the precise special education and related services that a child may need after they are finished. Developing a successful Individualized Education Program (IEP) requires this. Important details consist of:
Targeted Support: Assessments assist in determining precisely what kind of support a kid requires, such as extra time for homework, speech therapy, or instruction in social skills.
Making Informed Decisions: Teachers and parents can collaborate to decide on the most effective teaching methods and services to provide if they have a clear picture of the child’s areas of strength and growth.
Determining What Related Services a Student Needs
IEP Team Responsibilities
The team plays an essential role in developing an Individualized Education Program (IEP) to ensure that every child receives the assistance they require. Let’s take a look at it:
Review evaluation information
The results of the student’s evaluation are the first thing the IEP team looks at. Consider a group of investigators examining hints to determine the requirements of every youngster. They consider evaluations, observations made by teachers, and even parental input. When a child has trouble reading, for instance, the team looks at data that identifies the specific areas of difficulty, such as comprehension or phonics.
Identify necessary related services
The team then determines what relevant services the student could require. Occupational therapy, speech therapy, and counseling are a few examples of related services. For instance, if a student has problems with fine motor skills, the team can prescribe occupational therapy to help them improve their writing or other duties.
Include services in the IEP with specific details:
The team includes explicit details about the services required in the IEP when they have been determined to be necessary. This comprises:
- Start Date: What time will the services start? For example, if a kid is beginning speech therapy, the IEP may specify that services will begin on the first day of the academic year.
- Frequency and Duration: How frequently and for how long will the services be offered? Consider a student who attends speech therapy for thirty minutes every three days of the week. Everyone is able to comprehend the dedication involved because of this degree of information.
- Location: In what location will the services be provided? Will it take place at home, in a designated therapy space, or in a classroom? Being aware of the location guarantees that the pupil gets the support.
Individualization
Since each child’s needs are different, an IEP is designed to meet those specific needs, which is why no two children need the same services. See it as a personalized recipe: certain kids might need more assistance with academics, while others could need it with social skills or emotional control. For instance, one child might benefit greatly from weekly sessions with a speech therapist, whereas another might gain more from daily assistance from a special education teacher. To guarantee that no child is left behind, each individual’s IEP focuses on what works best for them.
IEP as a Commitment
An IEP is more than simply a document; it is the school’s promise to see that all required services are rendered. This implies that in order to guarantee that every kid receives the services they require, schools must assign the appropriate personnel and resources. For instance, if the IEP calls for weekly counseling sessions, the school is required to provide a counselor and prioritize such sessions. It all comes down to keeping your word when you say you’ll support students’ success.
Changes to Services
A child’s demands can alter from time to time, or they might make progress in some areas. In these situations, any modifications to the services specified in the IEP necessitate consulting with the IEP team. This makes it possible for all parties concerned—teachers, parents, and experts—to talk about the changes and decide on the best course of action. The team will get together to revise the IEP, for instance, if a student has made enough progress to no longer require speech treatment. This cooperative method guarantees that the child always receives the right kind of help and maintains the emphasis on their changing needs.
Related Services Personnel on the IEP Team
Inclusion of Related Services Personnel
It is crucial to have the professional team members involved when developing an Individualized Education Program (IEP), particularly if relatable services like occupational therapy or speech therapy are being discussed. Although related services staff are not required by the Individuals with Disabilities Education Act (IDEA) to be a member of the IEP team, their participation can be very beneficial.
For instance, the speech therapist can provide insight into the child’s unique requirements and development if they are a member of the IEP team. In this manner, all parties involved—parents, educators, and therapists—can collaborate to develop a strategy that truly supports the child. It’s similar to having a group of experts concentrated on assisting the child in achieving their success!
Team Composition
Depending on the child’s needs, the parents’ or the school’s preferences, the IEP team’s makeup may change. It is the right of parents to recommend members of the team.
Who May Participate?
Think about the following situation: A parent who is aware of their child’s social skills difficulties asks the school psychologist to become engaged. They can ask to have the psychologist present at the IEP meeting so that they can offer insightful advice on how to best serve the child’s social needs.
In a similar vein, in the event that a kid has a physical limitation, the team may consult with a physical therapist to explore ways to improve access and mobility in the school setting. The secret is to include people who are knowledgeable or skilled in areas related to the child’s needs in order to maximize the effectiveness of the IEP.
Do Parents Have to Pay for Related Services?
No Cost to Parents
One of the best things about related services that are part of an IEP for a child is that parents are not responsible for paying for them. Consider yourself ordering a meal (your child’s education) at a restaurant. Similar to the free bread and butter that comes with your meal, the accompanying services, such as occupational therapy or speech therapy, are offered to improve your dining experience at no additional cost!
The school system provides funding for services that a kid is eligible for. This implies that parents won’t have to worry about unpaid payments and can concentrate on their child’s development. For example, in the event that a child requires weekly speech treatment, the school makes sure the family is not charged for it.
Part of FAPE
Related services are also necessary.to guarantee that children receive a Free Appropriate Public Education (FAPE). This means that related services are crucial to ensuring that every eligible kid receives an education that suits their unique needs.
Consider FAPE as a comprehensive educational bundle that comes with all the resources a child needs to succeed in school. If a child needs specialized assistance to succeed, such as physical therapy or behavioral support, those services have to be given for free. For example, if a child with a learning disability needs counseling to help manage their emotions, the school is responsible for providing that support as part of FAPE.
Related Services in Special Education
Consider related services as the additional assistance that allows students with disabilities to fully participate in their education. These may consist of:
- Speech Therapy: Assisting kids with their communication skills through speech therapy.
- Occupational Therapy: Assisting with daily living activities and fine motor abilities.
- Physical Therapy: Supporting bodily functions and movement.
- Counseling: Providing behavioral and emotional assistance.
What’s Excluded
Even while IDEA includes a lot of crucial services, some things are not included in the category of associated services. Devices that are surgically inserted, such as cochlear implants, are not included. This implies that maintaining, upgrading, or replacing these gadgets is not the responsibility of the schools.
School will help a child who has a cochlear implant with communication and education, but they do not manage maintenance or repairs for the actual device. Usually, the family or the healthcare professional is in charge of this.
Public Agency Responsibilities
Public agencies do have significant obligations when it comes to linked services, albeit certain exceptions. All external gadget components must be routinely inspected by schools to guarantee proper operation.
Any additional services that the IEP team deems necessary must be offered by the schools. This guarantees that every child, according to their particular needs, gets all the support they require. The school is in charge of providing extra help, such as assistive technology or a behavioral intervention plan, if the team determines that a child needs it.
Individual Services, Defined
Audiology (§300.34(c)(1))
The diagnosis and treatment of hearing loss are the main objectives of audiology services. For children with hearing impairments to effectively access educational opportunities, these services are essential.
Services consist of:
- Identification and diagnosis of hearing loss: Testing and assessing the child’s auditory ability.
- Providing habilitative activities: Providing plans and techniques to support kids in improving their auditory processing and communication abilities.
- Counseling for hearing loss: It involves educating families and kids about the options that are available as well as the consequences of hearing loss.
Counseling Services (§300.34(c)(2))
The purpose of counseling services is to help kids grow both personally and academically. Professionals with the necessary qualifications, such as social workers and psychologists, usually offer these services.
Competent psychologists, guidance counselors, and social workers offer the counseling services.
Purpose:
- Academic support: Guiding pupils through obstacles at school.
- Personal and social development: Developing social skills and emotional stability.
- Career Planning: Helping students investigate their possibilities for further education and employment.
Early Identification and Assessment (§300.34(c)(3))
This service includes developing a methodical approach to early disability identification in children, which is essential for prompt intervention and assistance.
Important elements include:
- Creating a thorough screening and assessment plan.
- Include educators and families in the identification process to guarantee thorough assessment.
Interpreting Services (§300.34(c)(4))
Children who are deaf or hard of hearing benefit greatly from interpreting services, which enable them to participate fully in the educational setting.
Services include providing transliteration and sign language services to ensure that students and teachers can communicate effectively, using sign language or other ways of communication as needed.
Medical Services (§300.34(c)(5))
When a licensed physician provides diagnostic and evaluation services to address health issues that affect a child’s education, that is referred to as medical services.
These services are meant to support educational preparation rather than provide ongoing medical care during school hours.
Occupational Therapy (§300.34(c)(6))
The goals of occupational therapy services are to develop a child’s functional skills, which are necessary for independence, and to increase their capacity to carry out everyday tasks.
Services consist of:
- Enhancing, expanding, or reinstating functionalities, focusing on talents related to self-care, fine motor control, and sensory processing.
- Increasing self-sufficiency capacity by assisting kids in gaining more independence in their day-to-day activities.
Orientation and Mobility Services (§300.34(c)(7))
These programs are intended for children who are blind or visually impaired, with an emphasis on teaching them safe and efficient environment navigation techniques.
Services include safe movement education giving kids the tools they need to move around on their own in a variety of situations, such as the classroom and public areas.
Parent Counseling and Training (§300.34(c)(8))
Parent education and counseling programs assist parents in recognizing and addressing their child’s needs in relation to academic and developmental objectives.
Purpose:
Recognizing the requirements of the child: Giving parents a better understanding of the difficulties and assets of their offspring.
Knowledge about child development: Providing tools and methods to encourage development and education.
IEP implementation: Supporting parents to actively participate in the Individualized Education Program (IEP) process.
Physical Therapy (§300.34(c)(9))
The goal of physical therapy services for kids with physical limitations or obstacles is to improve their mobility and physical abilities.
Pay attention to focusing on particular areas to enhance general physical functioning and allow participation in everyday activities. These areas include posture, muscle strength, and mobility.
Psychological Services (§300.34(c)(10))
A variety of services are included under psychological services with the goal of meeting students’ emotional and mental health needs.
Services consist of:
- Conducting tests and analyzing results: Assessing behavioral, emotional, and cognitive functioning.
- Developing programs for psychological services: creating specialized interventions based on evaluation results.
- Creating techniques for behavioral intervention: putting strategies in place to encourage appropriate behavior and emotional control.
Recreation (§300.34(c)(11))
Recreation services include educational and therapeutic programs that encourage social interaction and leisure skills.
Services consist of:
- Assessment of leisure function: Evaluation of a child’s interests and skills in relation to recreational activities.
- Services for therapeutic recreation: Providing planned exercises to improve social, mental, and motor skills.
- Leisure education: Teaching kids how to participate in and enjoy leisure activities.
Rehabilitation Counseling (§300.34(c)(12))
The main goals of rehabilitation counseling are to improve the quality of life and help people with disabilities reach their career goals.
Attention is focused on the guidance on job preparedness and workplace skills is provided as part of career development and employment preparation.
It contains programs for vocational rehabilitation and provides services to help people make a smooth transition into the workforce.
School Health Services and School Nurse Services (§300.34(c)(13))
While attending to students’ health-related needs, school health services guarantee that they can receive a Free Appropriate Public Education (FAPE).
Services offered by school nurses with the necessary qualifications or other trained personnel in charge of health examinations and interventions are important.
Social Work Services in Schools (§300.34(c)(14))
Social work services address the environmental, emotional, and social aspects that impact learning while offering assistance to families and children.
Services consist of:
- Compiling background data to guide interventions: Creating social or developmental histories.
- Counseling the kid and family: Providing direction and therapeutic assistance.
- Organizing community and educational resources: Linking families to extra programs and networks of assistance.
Speech-Language Pathology (§300.34(c)(15))
The primary goal of speech-language pathology treatments for children is to diagnose and treat communication impairments.
Services consist of:
- Determining and diagnosing problems in speech or language: Carrying out assessments to ascertain the type and severity of communication difficulties.
- Giving out assistance for preventive or rehabilitation: Delivering therapeutic strategies to enhance language and speaking abilities.
Transportation (§300.34(c)(16))
Students with impairments are guaranteed the ability to get to and from school as well as move around the campus thanks to transportation services.
It consists of:
- Organizing secure transportation choices for the commute to and from school.
- Helping students move throughout school buildings to get to and from lessons or events.
- Specialized tools, if required, ensure that kids with particular mobility needs can get accommodations.
Requirements for provision are based on the child’s unique needs, the IEP team will decide how to best support their access to education through transportation.
Conclusion
Every child should have the chance to succeed in their educational path, even those who have difficulties. In this process, related services are vital because they offer youngsters the support they require to realize their full potential. These services are essential to ensuring that these kids can participate completely in their educational experiences; they are not merely extras.
A comprehensive strategy that tackles the particular difficulties experienced by children with disabilities is created through the integration of relevant services with special education. Together, these services improve the efficiency of educational initiatives and create a setting in which all children can thrive. At K. Altman Law, we are dedicated to promoting the needs and rights of children with disabilities because we recognize the importance of these services.
