School-based OT Flashcards
IEPs, IDEA 2004, Rehabilitation Act of 1973, 504 Plans, RTI
Individualized Education Plan (definition)
written plan that specifies goals and objectives for learning for students in the public school system that have been identified as having a disability
- mandated for students with disabilities by IDEA 2004
IEP referral process
- student goes through a process of intervention which will illuminate the problems the student is having in the regular classroom (RTI)
- RTI is completed with a three-tiered system and the process occurs over one grading period
- parents have the right to request a special ed eval at any time
Response to Intervention (RTI)
A three tiered system similar to the prevention systems which is used to determine what tier of intervention a child needs- or if they need a special ed eval.
Three tiers of RTI
- Group interventions: changes are made to the regular classroom environment/instruction to benefit all students, including those at risk.
- supplemental instruction for students identified as a risk is provided in the regular classroom during instruction time. - targeted interventions: students who don’t respond to tier one are provided more intensive instruction in small groups (paraprofessional works with group of three during instruction time)
- Intensive interventions: students who don’t response to tier 1 and 2 interventions receive intensive 1:1 instruction to target skill deficits (if they don’t respond to this, they are referred to special ed)
Evaluation sequence for special education
- referral for evaluation
a. made by a student or parent and the form must be completed by the person making referral - consent to evaluate
a. student’s parent or guardian must sign a form consenting to special ed eval, including any additional test which may be needed
b. child may be in a state where PCP referral is also needed
c. consent form must be sent to the parents and returned within 15 days of referral form submission - Testing
a. approved tests must be specified on the consent form and completed within 60 days of the signed consent form submission - determination of disability
a. special ed eval team meets with parents to discuss results
b. team determines whether students qualifies as one with a disability
c.must be within 60 days of receiving signed consent form - development of IEP
a. may be immediately after determination of disability or at a separate meeting.
b. parents have right to refuse services at any time
d. IEP cannot be developed or revised if all core team members are not there
e. must be done within 30 days of determination of disability
IEP team members
- parent/guardian
- local education agency rep
- special ed teacher
- regular ed teacher
- all related service personnel who have conducted testing (OT, PT, SLP)
- any other staff deemed necessary (school nurse etc.)
Disability categories in public education (provided by IDEA 2004)
*medical diagnosis is NOT necessary to determine disability in the schools
- ASD
- intellectual disability
- emotional behavioral disability
- hearing impairment
- visual impairment
- orthopedic impairment
- other health impairment
- speech/language impairment
- developmental delay (for kiddos under 9)
- TBI
Parts of the IEP
- invitation to IEP meeting for team members
- cover page (personal info of student and parents, purpose of IEP and team members)
- student’s strengths and concerns
- Present level of performance (PLOP)
- Special factors (anything else impeding performance)
- annual goals
- program summary (frequency, amount, location, and duration of supports and services)
- Assessments (school-based and state assessments child is required to take are listed here and whether they will need accommodations, and what those are)
- Transition services/planning
Transition services
- begin at age 16; IEP must include documentation addressing transition from public school to post-secondary school or employment
Changes to IEP without a meeting
When minor changes are required, an IEP team member may discuss the required changes with the student’s parents and other team members without calling a meeting. If the team agrees, changes can be made by completing the appropriate forms and documenting communication with other team members.
Extended school year
Some students may require services when regular school is not in session to maintain skills they have acquired. Extended school year services are provided when:
i. Student may regress without services
ii. Student is making rapid progress and stopping services will hinder this
IEP Events
- Three year re-evaluation: to ensure student still qualifies for disability services under IDEA
- Dismissal from special ed services: student has made sufficient progress in all skill areas, and can now access edu in the reg. classroom
- Dismissal from OT services: re-eval is not required, as long as all members agree that dismissal is appropriate
- Special IEP Review: any team member may request a review at any time for any of these reasons: student is not making progress, has met all annual goals, has had significant change in condition and the IEP must be revised, or student’s parents are not satisfied w/ services
- Transition to kindergarten, middle school, high school or post-high school
Part B of IDEA
Services for school-aged children, ages 3-21
-Provided free of charge through the public school system
-Provides special ed and related services (OT, PT, ST, supplementary aids and services
Part C of IDEA
Services for infants and toddlers with disabilities (birth to three)
-Individualized family service plan (IFSP)
-IFSP team focus on parent priorities
-Child outcomes and family outcomes
-Natural environments (early intervention)
-Year-round services
-5 parts of providing services:
- Identifying a child who needs services and referring them appropriately
- Determining if they are eligible for services
- Developing ISFP
- Service delivery
- Transitioning child from early intervention to another program at age 3- transitioning planning begins at about 2 years and 6 months
- Child is evaluated in 5 areas: adaptive, cognitive, communication, physical, social-emotional
Section 504 of the Rehabilitation act of 1973
*If a student does not qualify for special ed, that student cannot receive OT services under IDEA 2004.
Provision of OT through section 504:
- Student must be ineligible for special ed under IDEA
- Student must have a documented physical or mental disability (often a medical diagnosis)
- The student’s disability must impair his or her ability to: Walk, breath, eat, or sleep; Communicate, see, hear, or speak; Read, concentrate, think or learn; Stand, bend, lift or work
Important factors regarding OT provided through 504 plans:
- Student must be evaluated by OT and must qualify for OT services based on evaluation
- OT treatment plan must be focused on increasing the student’s ability to function IND’ly in school through adaptations.
- Must have a clearly identified and documented disability
- School districts do not receive additional federal funding for 504 plans, so the school distract will not receive reimbursement for the provision of OT services under 504.
