School practice: IEP, LRE, Mandates, CPSE ages, Tiers for interventions & SEL

Question 1

What are early intervening services?

Answer 1

• services directed toward teacher & general ed class
• involves data collection from record review, from educational team members, families & observations
• should not be a formal assessment because there is no informed consent

Question 2

Where are observations made for early intervening services?

Answer 2

Context– home, school, work
Multiple school contexts– lunchroom, classroom, gym

Question 3

What is early intervening services NOT?

Answer 3

not an opportunity to bypass procedural safeguards in eval/intervention process

students can’t receive assessment or specialized intervention beyond general education strategies implemented by teachers at this stage

Question 4

What is the purpose of the Least Restrictive Environment?

Answer 4

• support school participation
• mandates education be provided to extent possible with other students who don’t have disabilities

Question 5

What is section 504?

Answer 5

Prevent discrimination or enable access to school environments

Question 6

What is individualized education plan (IEP)?

Answer 6

specific plan developed for children or students with disabilities or specific special needs (3-21y/o)

Question 7

What are the 6 principles of IEP?

Answer 7

○ Team works together to develop a plan
○ Showing that the student is receiving free and appropriate public education (FAPE)
○ Shows the vision of the student and family
○ Has the student in the SPED with peers without disabilities if possible (LRE)
○ Team ensures the goals are tied to the general curriculum of the school for the student of the same age and grade
○ Revisited on a regular basis within the year and necessary changes are made to improve
results

Question 8

Who is eligible for special education (under an IEP)?

Answer 8

• Meets standard for service as a related service
• Meets criteria for special ed eligibility
• Required to support effective progress in schools

Goal: Free and appropriate public education (FAPE)

Question 9

Who is eligible for special education (under section 504)?

Answer 9

• Meets the criteria for having a handicap that interferes with a major life
  activity
• Is required for the student to perform that major life activity
• Ensures equal access

Goal: prevent discrimination

Question 10

What is the eligibility for OT in a public school setting?

Answer 10

● Disability must interfere with student’s participation in school activities
* Services provided by special ed personnel are not adequate to permit participation without related service of OT

Question 11

What is the role of OT in school?

Answer 11

○ OT is member of the educational team
○ Team works under SPED law considering FAPE and LRE
○ Services are provided to address and enable participation NOT remediation
Largest Role = information sharing and consultation
○ provides the team with valuable information to help support the student’s participation in the LRE
○ OTPF is guide

Question 12

What is the LRE mandate?

Answer 12

Mandates that education be provided to the maximum extent possible with other students who do not have disabilities

■ Least restrictive = regular class, most restrictive = residential

Question 13

What is service provision under LRE mandate?

Answer 13

SPED classroom occurs only when the nature of severity of disability is such that even with supplementary aids and services, education cannot be satisfactorily achieved in the regular education environment

Question 14

Students older than 16 who are on an IEP….

Answer 14

Prepare them for improved QoL as an adult
○ Self determination → student is involved in self advocacy
○ Areas of Focus
■ Independent living
■ Self care for work setting
■ Academics / continuing ed
■ Successful work
■ Recreation and leisure
■ Community integration and mobility
OT Role: LRE becomes the community

Question 15

What is the response to intervention (RTI)?

Answer 15

○ Designed to be a method to prevent diagnosis of learning disabilities
○ Goal → decrease the number of special education referrals
○ Assumption→ the issue is a mismatch between the student learning style and
instructional method vs having a disability

Question 16

What are the components of the RTI?

Answer 16

• High quality general education instruction
• Universal screening of all children’s learning needs
• 3 Tiered Approach to Instruction

Question 17

What is the 3 tiered approach to instruction?

Answer 17

Tier 1: Core Instruction:Regular classroom, general ed teacher adapts classroom instructional strategies

Tier 2: Supplemental Instruction: Regular classroom w/ supplemental services (Push In). Those who
continue to not perform well academically benefit from small group general educational instruction

Tier 3: Intensive Individual Intervention May be required to be pulled out and engaged in activities or push in and be next to the child during table top activities. Students require individualized instruction. The SPED process is initiated at this stage

Question 18

What is the OTs Role in RTI?

Answer 18

■ To use professional reasoning to support alternate general education strategies
■ To provide support to the teacher/team/system for adapting instructional approaches
■ At the highest tier, when individualized instruction is warranted, there may be OT intervention while the SPED process is initiated
■ It has not been adopted by every state, so districts may be different

GOAL is not to bypass the SPED process, but to prevent delay of services while the SPED procedure are put in place

Question 19

(IEP is written to answer)
What does the student need to participate in the school environment
to make effective progress during this IEP year?

Answer 19

These participation goals are written to be measurable, observable, and achievable in one year (STG= 3-6 months)

Question 20

During discharge– student meets annual goals & team asks….

Answer 20

■ Has the student met the participation needs AND is OT still essential to enable the student to make effective progress in school?
■ Can the teacher or primary service provider provide this service?
■ Is OT support required to enable this process

Question 21

What are the ages & services?

Answer 21

■ CPSE (committee on preschool special education)→ 3-5 years
■ CSE (committee on special education) → 5-21 years
■ EI→ 0-3 years
■ IEP → 3-21 years

Question 22

What is social-emotional learning (SEL)?

Answer 22

○ Refers to a wide range of skills, attitudes, and behaviors that can affect a students success in school and life.
○ Consider the skills not necessarily measures by tests but critical thinking, emotion management, conflict resolution, decision making, teamwork

Question 23

How does SEL help children?

Answer 23

Helps child to better comprehend their emotions, feel emotions, and demonstrate empathy for others

Question 24

What are the components of SEL?

Answer 24

• self-awareness
• self management
• social awareness
• relationship skills
• responsible decision-making

Question 25

What is IEP?

Answer 25

IEP - Individualized Education Plan
● Ages 3-21 years old
● Transition from EI to preschool
● At school
● looking at academics and functional level – measurable goals w/ annual outcomes to
meet curriculum goals

Question 26

What is IFSP?

Answer 26

● Ages 0-3 years old
● Early intervention services
● Natural setting, usually at home
● looking at developmental level – more family involvement
● EI: 0-3 years