1
- Provides special education and related services to a student who is identified as having a disability that negatively impacts their ability to receive academic instruction
- A student who receives special education services is entitled to modification of curriculum, classroom accommodations, specialized instruction, and related services such as occupational therapy, PT, SLP and/or counseling
Definition of an IEP
- Children and youth ages 3 through 21 receive special education and related services
- IFSP to IEP
- Must occur by child's 3rd birthday
- Coordinated by early intervention service providers/case manager in conjunction with district/school representative
Part B of IDEA
Process of determining the exceptional educational needs of students. It is multi-disciplinary, comprehensive, and may be initiated by parents or school staff.
Evaluation under IDEIA part B
- Observations
- Formal testing
- Teacher and staff input
- Parent interview and input
Physical therapy assessment
- Required by individuals with disabilities act
- Provides special education related services to meet students needs, specialized instruction
- Student needs to have 1 or more of 13 specified disabiltiies to obtain plan
- Main focus is on what the student is learning
- States receive additional funding for eligable students
- Must have a written document and follow guidelines in students learning plan
- Educational help
IEP
- A federal law, with state education agency oversight, that supports the provision of public education for all children - regardless of the nature or severity of their disability
- Ensures that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.
IDEA -- The individuals with disabilities education act
What is the criteria for inclusion for the IEP process?
Have to be with able body students > 80% of the time
- Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services
- IFSP: A plan for the family
- Foundation for a familys involvement with early intervention services
- Services occur in natural setting
- Takes into account a childs present level of functioning and needs
- Reviewed every 6 months and updated at least yearly
Part C of IDEA
If the child is functional in school, do they qualify for PT?
No.. only get OT; they would have to go to outpatient
- Provides accommodations for a disability
- Main focus is on how the student is learning and what can be done to remove barriers, how can the student access learning
- Any disability can obtain a plan if it interferes with their ability to learn in general education
- Provides reasonable accommodations for students
- Can be obtained even if student does not qualify for IEP
- Educational support (extra time on tests)
504 Accommodation Plan
- Specific learning disability
- Intellectual disability (IQ under 70)
- Emotional/behavioral disability
- Deaf or hard of hearing
- Visual impairment
- Dual sensory impairment
- Orthopedic impairment
- Other health impairment
- TBI
- Speech impairment
- Language impairment
- Autism
- Developmental delay, ages 3-5 years (2 standard deviations below the mean)
Disability categories for IDEA
Requires a student to have a disability within one of the defined and comprehensive disability categories and a need for specially designed instruction, or special education
Eligibility for IDEA
IEP parts:
- This is a summary that describes current specific, measurable, objective baseline information for each area affected by the disability
Present level of performance (PLP)
Pre-referral
- Initial observations
- Recommendations made to teacher and staff
- Follow up observations
- Determine need for consent for formal evaluation
Role of PT in the IEP process
- Must be included in the first IEP that will be in effect when a student turns 16
- A coordinated set of activities that:
1. Improves the academic and functional skills of the student in order to facilitate the students movement from school to post school activities
2. Is based on the individuals students needs, taking into account his or her strengths, preferences and interests
3. Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, the acquisition of daily living skills.
Transition services on an IEP
IEP parts:
- This indicates the time, frequency, and any related services that the student needs, as well as the amounts of time these services will be provided. The amount of time and areas in which the student will be removed from the general education setting are also identified
Description of special education services
IEP parts:
- These are descriptions of what a student can reasonably be expected to accomplish within a 12-month period with the provision of special education services. Should be SMART: specific, measurable, achievable results, time limited
Goals
IEP parts:
- Benchmarks are major milestones that specify skill or performance levels a student needs to accomplish to reach his annual goal. Objectives are measurable, intermediate steps between a students PLP and the annual goals established for the student.
Benchmarks and objectives
- Participation restrictions
- Chronological age/readiness for skill acquisition
- Impact of therapeutic intervention
- Support available of the school
- Transitions
- Expertise and amount of clinical decision making and problem solving needed from a PT
- Previous therapy
- Health condition
- Assistive technology
Dosage considerations
- The rehabilitation act of 1973, addresses protections for students with disabilities
- A federal law designed to protect the rifhts of individuals with disabilities in programs and activities that receive federal financial assistance from the department
- Ensures that a student with a disability has access to accommodations that improve academic functioning
- To qualify students they must have a diagnosis of a physical or emotional disability, or impairment that restricts one or more major life activities
- Specific accommodations, supports, or services for the child
- Not special education services -- accommodations page only
- Updated yearly, 3 year re-evals
504 Accommodation plan
- Parent or guardian
- At least one of the students general education teachers
- At least one of the students special education teachers
- A school district representative
- An expert who can interpret the students evaluation results (school psychologist, SLP, OT, PT)
- Student
- Translator (if needed)
IEP team
IEP parts:
- According to the IDEA, IEPs should provide the greatest exposure to and interaction with general education students and persons without disabilities
Least restrictive environment (LRE)
IEP parts:
- Every IEP must consider technology programs, services, or devices that a student must have to be successful
EX: if they cant keep up writing --> keyboard --> dictator
Assistive technology
What kind of dosage:
- Give as much therapy as you can in the beginning of the year (learn kid and known what they need), then lower frequency of therapy
Front loading
- Parental involvement is needed, consent to evaluate student
- No cost to student or parent
- Goal is to meet students learning needs
- Students are yearly evaluated
- Federally mandated
Similarities of IEP and 504 Plan