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Communicating with the Special Education Team

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Communicating with the Special Education Team

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Communication can be difficult in our Virtual Independent Study setting. Here are 5 tips to improve communication between home and school for parents of student with special education needs. Research shows that the home-school connection is essential to student success in learning.

Guest Author. (2017, June 26). 5 Steps to improving communication with the Special Education Team. Parenting Special Needs Magazine. https://www.parentingspecialneeds.org/article/5-steps-to-improving-communication-special-education-team/

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There are many members of the special education team: students, parents, teachers, teacher's assistants, administrators and related service providers. Occupational and physical therapists usually make up a small,but important, group of the special education team. It can be difficult to establish open lines of communication with therapists for various reasons. Some team members, especially therapists, can have a varied caseload with students from different classrooms, grades and even schools which can translate into working with many school staff members. This can make it very difficult to communicate effectively with all team members for each student. Each team member brings a different perspective on the student. Therapists don't have the benefit of seeing most students daily like teachers and parents do, therefore, communication with the therapist is crucial to determine a student's on-going progress. It can be a struggle for parents from year to year. Parents may encounter new teachers, staff and therapists from school year to school year which can be frustrating. School staff, parents and school based therapists can help to forge stronger relationships by following five simple steps.

STEP 1: INTRODUCE YOURSELF:

The most important step to improving communication is by introducing yourself to as many of the members of the student's special education team as possible. This includes their primary instructors, teaching assistants, physical educators, computer teacher, etc.By forming relationships with the school staff, you will be more likely to hear about any concerns that a teacher or therapist may have. Therefore, you may be able to address those concerns before they impact your child's educational abilities further. If your children receives a "push" in therapy (therapy in the classroom), the therapist will most likely be more comfortable with the staff members. If your child is "pulled" out of the classroom for therapy sessions, ask the therapist to frequently observe your child in the classroom as well to ensure that the therapist is working towards functional and educational goals. Many times the parents are the true team leaders. You can provide all of the past medical and educational history and the best overview of the child. Request that therapists send a letter home or make a phone call to provide you with contact information if you should have any questions. Make your current concerns known regarding your child's therapy services. Make sure that you provide the therapists with current phone numbers and email addresses for easy communication.

STEP 2: EDUCATE AND BE EDUCATED:

More and more students with special needs are being included in regular education settings, resulting in many teachers not being fully aware of the role of school based occupational and physical therapists and other staff members. Educate team members about what your expectations are in the educational setting as early as possible. You could ask therapists to give an in service to the staff members answering the basic questions of school based therapy. This can include the following questions: what is occupational or physical therapy and what type of activities will you be working on? Therapists can also define for teachers and parents frequently used therapy terminology. Parents and school staff offer so much knowledge and insight on a student. Tap into that knowledge and learn from other team members. Therapists see just a snapshot of a student's daily life and they need to see the whole picture. This can be accomplished through observation, listening and providing information about a students overall daily life.

STEP 3: ESTABLISH HOW TO COMMUNICATE:

You will need to determine how you will communicate with all the team members. Establish this as early in the school year as possible and with a positive attitude. Perhaps a monthly meeting with a teacher or phone call home would be an effective way to address current goals or concerns. Maybe sending weekly or monthly progress reports to the teachers and parents may be a suitable option for some students. E-mail can be a simple way for many parties to communicate at one time by carbon copying your email to all members of the team. Don't always offer criticism or problems. If a staff member does particularly well on a task let the teachers and the therapists hear about it.

STEP 4: PROVIDE CARRY OVER ACTIVITIES AND IDEAS:

Therapy is only provided for a limited amount of time for each student. In order for therapy goals to be met, most therapeutic activities and ideas must be carried out throughout the student's entire day. Parents and teachers are the primary instructors in the student's life. Most therapists will provide teachers and parents with additional activities for the classroom or home. If you do not receive any additional activities, ask the therapist for some simple carry over activities to ensure that the student is maximizing his/her potential. If a student is following a certain behavior plan you will most likely know what that entails. You may want to check that all team members are aware of the behavior plan as well. Often times, if a student has many related services they may not all be aware of specifics of a behavior plan.

STEP 5: FOLLOW THROUGH

All members of the team should always respond promptly to any issues or concerns that arise. Make sure to answer any notes or questions that you receive in a timely manner. This allows the special education team members to know that you have read and validate their comments. Fulfill all the requests made of you. That way, you can expect the same in return from the special education team. If you make a suggestion during a team meeting, be sure to follow through on the suggestion and be available to offer feedback on how it went at the next meeting.

By following these five steps, everyone's voice will be heard on the special education team which is of great value to a student's overall success.
Author Bio: Margaret Rice PT is owner of Your Therapy Source, Inc. Your Therapy Source Inc is an online resource for pediatric therapy and special needs resources for home, school and professional use. She has authored several books for children with special needs. For a list of titles go to: www.YourTherapySource.com

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5 Steps to improving communication with the Special Education Team - Parenting Special Needs Magazine

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There are many members of the special education team: students, parents, teachers, teacher's assistants, administrators and related service providers. Occupational and physical therapists usually make up a small,but important, group of the special education team. It can be difficult to establish open lines of communication with therapists for various reasons.

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Are you new to Special Education? This article is a "Short and Sweet" IEP overview, that defines the main parts, the team, the timeline, the process, and has links to more information that you can access.

Center for Parent Information and Resources. (2017). The Short-and-Sweet IEP Overview | Center for Parent Information and Resources. Www.Parentcenterhub.Org. https://www.parentcenterhub.org/iep-overview/

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The Short-and-Sweet IEP Overview | Center for Parent Information and Resources

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This website provides people with the definitions of key terms they will need to know in Special Education meetings. The definitions on this website are pulled straight from the IDEA 2004.

Key Terms to Know in Special Education | Center for Parent Information and Resources. (2017). Center for Parent Information and Resources. https://www.parentcenterhub.org/keyterms-specialed/

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En español | In Spanish
Special education is full of terms that people constantly use in writing and in conversation, and it's important to know what those terms mean. CPIR is pleased to provide this handy reference to special education terminology, and hopes it helps our readers quickly connect with the meaning of pivotal words and phrases in the field.
Quick-Jump Index to the Terms
Point of Reference: IDEA

It's extremely important to understand that the terms you're likely to hear in special education come from our nation's special education law, the IDEA (Individuals with Disabilities Education Act). We frequently refer to this law on our website and in our publications, because it guides how special education and related services are provided to children with disabilities in the United States. States develop their own special education policies and procedures based on what IDEA requires. They are allowed to go beyond what IDEA requires-and frequently do, because the law leaves a great many things to state and local discretion-but they are not permitted to have policies or procedures that are not consistent with IDEA's provisions.

This being the case, then, the starting point of special education terms and what they mean is always IDEA's definitions (most of which are provided through this page and elsewhere on CPIR's site). Your state's definition of a term is also important to consider, because it will influence how the term is being used in your area, especially if the state definition isn't exactly the same as IDEA's.

Onward, to the Terms!

Can't find the term or phrase what you're looking for? Enter the term in the search box at the top of the page and view the results for IDEA's use of the term.
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Child with a Disability

IDEA defines this very important term as follows:
§300.8 Child with a disability
(a) General. (1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as ''emotional disturbance''), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.

(2)(i) Subject to paragraph (a)(2)(ii) of this section, if it is determined, through an appropriate evaluation under §§300.304 through 300.311, that a child has one of the disabilities identified in paragraph (a)(1) of this section, but only needs a related service and not special education, the child is not a child with a disability under this part.

(ii) If, consistent with §300.39(a)(2), the related service required by the child is considered special education rather than a related service under State standards, the child would be determined to be a child with a disability under paragraph (a)(1) of this section.

(b) Children aged three through nine experiencing developmental delays. Child with a disability for children aged three through nine (or any subset of that age range, including ages three through five), may, subject to the conditions described in §300.111(b), include a child-

(1) Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and

(2) Who, by reason thereof, needs special education and related services.

Editor's note: We've included the text of §300.111(b), mentioned above and very relevant to "Developmental Delay," at the very end of this definition of "child with a disability."

(c) Definitions of disability terms. The terms used in this definition of a child with a disability are defined as follows:

(ii) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.

(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.

(3) Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child's educational performance.

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.

(6) Intellectual disability** means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.

(8) Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(ii) Adversely affects a child's educational performance.

(10) Specific learning disability-(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability** , of emotional disturbance, or of environmental, cultural, or economic disadvantage.

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And, as promised above, here are the provisions at §300.111(b) Relevant to "Developmental Delay"
(b) Use of term developmental delay. The following provisions apply with respect to implementing the child find requirements of this section:

(1) A State that adopts a definition of developmental delay under §300.8(b) determines whether the term applies to children aged three through nine, or to a subset of that age range (e.g., ages three through five).

(2) A State may not require an LEA to adopt and use the term developmental delay for any children within its jurisdiction.

(3) If an LEA uses the term developmental delay for children described in §300.8(b), the LEA must conform to both the State's definition of that term and to the age range that has been adopted by the State.

(4) If a State does not adopt the term developmental delay, an LEA may not independently use that term as a basis for establishing a child's eligibility under this part.

Editor's note, February 2011:
Prior to October 2010, IDEA used the term "mental retardation." In October 2010, Rosa's Law was signed into law by President Obama. Rosa's Law changed the term to be used in future to "intellectual disability." The definition of the term itself did not change, only the term to be used (now "intellectual disability").

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FAPE | Free Appropriate Public Education

IDEA defines this term (also referred to as FAPE, for short) as follows:
§300.17
Free appropriate public education
Free appropriate public education or FAPE means special education and related services that-

(a) Are provided at public expense, under public supervision and direction, and without charge;

(b) Meet the standards of the SEA, including the requirements of this part;

(c) Include an appropriate preschool, elementary school, or secondary school education in the State involved; and

(d) Are provided in conformity with an individualized education program (IEP) that meets the requirements of §§300.320 through 300.324.

IDEA is an acronym for the Individuals with Disabilities Education Act, our nation's special education law. IDEA was first passed in 1975, where it was called the Education for All Handicapped Children's Act. Every few years, the law has been revised (a process called reauthorization).

The most current version of IDEA is Public Law 108-446, passed in 2004 and called the "Individuals with Disabilities Education Improvement Act of 2004." It's still most commonly referred to as IDEA, or IDEA 2004 (to distinguish it from other reauthorizations). Final regulations for IDEA 2004 were published in 2006.
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IEP | Individualized Education Program (IEP)

IDEA defines this term as follows:
§300.22 Individualized education program
Individualized education program or IEP means a written statement for a child with a disability that is developed, reviewed, and revised in accordance with §§300.320 through 300.324.

In addition to this brief definition of the term at §300.22, IDEA includes a much longer, much more useful description at §300.320.
§300.320 Definition of individualized education program.
(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§300.320 through 300.324, and that must include-

(1) A statement of the child's present levels of academic achievement and functional performance, including-

(i) How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or

(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;

(2)(i) A statement of measurable annual goals, including academic and functional goals designed to-

(A) Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and

(B) Meet each of the child's other educational needs that result from the child's disability;

(ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;

(3) A description of-

(i) How the child's progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and

(ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;

(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child-

(i) To advance appropriately toward attaining the annual goals;

(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and

(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;

(5) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in paragraph (a)(4) of this section;

(6)(i) A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments consistent with §612(a)(16) of the Act; and

(ii) If the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why-

(A) The child cannot participate in the regular assessment; and

(B) The particular alternate assessment selected is appropriate for the child; and

(7) The projected date for the beginning of the services and modifications described in paragraph (a)(4) of this section, and the anticipated frequency, location, and duration of those services and modifications.

(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include-

(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

(2) The transition services (including courses of study) needed to assist the child in reaching those goals.

(c) Transfer of rights at age of majority. Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child's rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority under §300.520.

(d) Construction. Nothing in this section shall be construed to require-

(1) That additional information be included in a child's IEP beyond what is explicitly required in section 614 of the Act; or

(2) The IEP Team to include information under one component of a child's IEP that is already contained under another component of the child's IEP.

LRE | Least Restrictive Environment

IDEA's provisions with respect to LRE are not a "definition" per se, but they are nonetheless very important to know. These provisions appear in the final Part B regulations at §§300.114 through 300.120, as part of IDEA's provisions addressing "State Eligibility." The conceptual core of IDEA's LRE provisions are at §300.114, cited below.
§300.114 LRE requirements.
(a) General. (1) Except as provided in §300.324(d)(2) (regarding children with disabilities in adult prisons), the State must have in effect policies and procedures to ensure that public agencies in the State meet the LRE requirements of this section and §§ 300.115 through 300.120.

(2) Each public agency must ensure that-

(i) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and

(ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

(b) Additional requirement-State funding mechanism-(1) General. (i) A State funding mechanism must not result in placements that violate the requirements of paragraph (a) of this section; and

(ii) A State must not use a funding mechanism by which the State distributes funds on the basis of the type of setting in which a child is served that will result in the failure to provide a child with a disability FAPE according to the unique needs of the child, as described in the child's IEP.

(2) Assurance. If the State does not have policies and procedures to ensure compliance with paragraph (b)(1) of this section, the State must provide the Secretary an assurance that the State will revise the funding mechanism as soon as feasible to ensure that the mechanism does not result in placements that violate that paragraph.

Related services |

IDEA defines this term as follows:
§300.34 Related services.
(a) . Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.

(b) ; services that apply to children with surgically implanted devices, including cochlear implants.

(1) Related services do not include a medical device that is surgically implanted, the optimization of that device's functioning (e.g., mapping), maintenance of that device, or the replacement of that device.

(2) Nothing in paragraph (b)(1) of this section-

(i) Limits the right of a child with a surgically implanted device (e.g., cochlear implant) to receive related services (as listed in paragraph (a) of this section) that are determined by the IEP Team to be necessary for the child to receive FAPE.

(ii) Limits the responsibility of a public agency to appropriately monitor and maintain medical devices that are needed to maintain the health and safety of the child, including breathing, nutrition, or operation of other bodily functions, while the child is transported to and from school or is at school; or

(iii) Prevents the routine checking of an external component of a surgically implanted device to make sure it is functioning properly, as required in §300.113(b).

(c) Individual related services terms defined. The terms used in this definition are defined as follows:

(i) Identification of children with hearing loss;

(ii) Determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing;

(iii) Provision of habilitative activities, such as language habilitation, auditory training, speech reading (lip-reading), hearing evaluation, and speech conservation;

(iv) Creation and administration of programs for prevention of hearing loss;

(v) Counseling and guidance of children, parents, and teachers regarding hearing loss; and

(vi) Determination of children's needs for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of amplification.

(2) Counseling services means services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel.

(3) Early identification and assessment of disabilities in children means the implementation of a formal plan for identifying a disability as early as possible in a child's life.

(4) Interpreting services includes-

(i) The following, when used with respect to children who are deaf or hard of hearing: Oral transliteration services, cued language transliteration services, sign language transliteration and interpreting services, and transcription services, such as communication access real-time translation (CART), C-Print, and TypeWell; and

(ii) Special interpreting services for children who are deaf-blind.

(5) Medical services means services provided by a licensed physician to determine a child's medically related disability that results in the child's need for special education and related services.

(i) Means services provided by a qualified occupational therapist; and

(ii) Includes-

(A) Improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation;

(B) Improving ability to perform tasks for independent functioning if functions are impaired or lost; and

(C) Preventing, through early intervention, initial or further impairment or loss of function.

(7) Orientation and mobility services-

(i) Means services provided to blind or visually impaired children by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community; and

(ii) Includes teaching children the following, as appropriate:

(A) Spatial and environmental concepts and use of information received by the senses (such as sound, temperature and vibrations) to establish, maintain, or regain orientation and line of travel (e.g., using sound at a traffic light to cross the street);

(B) To use the long cane or a service animal to supplement visual travel skills or as a tool for safely negotiating the environment for children with no available travel vision;

(C) To understand and use remaining vision and distance low vision aids; and

(D) Other concepts, techniques, and tools.

(8)(i) Parent counseling and training means assisting parents in understanding the special needs of their child;

(ii) Providing parents with information about child development; and

(iii) Helping parents to acquire the necessary skills that will allow them to support the implementation of their child's IEP or IFSP.

(9) Physical therapy means services provided by a qualified physical therapist.

(10) Psychological services includes-

(i) Administering psychological and educational tests, and other assessment procedures;

(ii) Interpreting assessment results;

(iii) Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning;

(iv) Consulting with other staff members in planning school programs to meet the special educational needs of children as indicated by psychological tests, interviews, direct observation, and behavioral evaluations;

(v) Planning and managing a program of psychological services, including psychological counseling for children and parents; and

(vi) Assisting in developing positive behavioral intervention strategies.

(11) Recreation includes-

(i) Assessment of leisure function;

(ii) Therapeutic recreation services;

(iii) Recreation programs in schools and community agencies; and

(iv) Leisure education.

(12) Rehabilitation counseling services means services provided by qualified personnel in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a student with a disability. The term also includes vocational rehabilitation services provided to a student with a disability by vocational rehabilitation programs funded under the Rehabilitation Act of 1973, as amended, 29 U.S.C. 701 et seq.

(13) School health services and school nurse services means health services that are designed to enable a child with a disability to receive FAPE as described in the child's IEP. School nurse services are services provided by a qualified school nurse. School health services are services that may be provided by either a qualified school nurse or other qualified person.

(14) Social work services in schools includes-

(i) Preparing a social or developmental history on a child with a disability;

(ii) Group and individual counseling with the child and family;

(iii) Working in partnership with parents and others on those problems in a child's living situation (home, school, and community) that affect the child's adjustment in school;

(iv) Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program; and

(v) Assisting in developing positive behavioral intervention strategies.

(15) Speech-language pathology services includes-

(i) Identification of children with speech or language impairments;

(ii) Diagnosis and appraisal of specific speech or language impairments;

(iii) Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;

(iv) Provision of speech and language services for the habilitation or prevention of communicative impairments; and

(v) Counseling and guidance of parents, children, and teachers regarding speech and language impairments.

(16) Transportation includes-

(i) Travel to and from school and between schools;

(ii) Travel in and around school buildings; and

(iii) Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.

Special Education

IDEA defines "special education" as follows:
§300.39 Special education.
(a) . (1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including-

(i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

(ii) Instruction in physical education.

(2) Special education includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section-

(i) Speech-language pathology services, or any other related service, if the service is considered special education rather than a related service under State standards;

(ii) Travel training; and

(iii) Vocational education.

(b) Individual special education terms defined . The terms in this definition are defined as follows:

(1) At no cost means that all specially-designed instruction is provided without charge, but does not preclude incidental fees that are normally charged to nondisabled students or their parents as a part of the regular education program.

(2) Physical education means-

(i) The development of-

(A) Physical and motor fitness;

(B) Fundamental motor skills and patterns; and

(C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports); and

(ii) Includes special physical education, adapted physical education, movement education, and motor development.

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-

(i) To address the unique needs of the child that result from the child's disability; and

(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

(4) Travel training means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to-

(i) Develop an awareness of the environment in which they live; and

(ii) Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).

(5) Vocational education means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advanced degree.

Supplementary Aids and Services

IDEA defines "supplementary aids and services" as follows:
§300.42 Supplementary aids and services.
Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§300.114 through 300.116.

Transition Services

IDEA defines "transition services" as follows:
§300.43 Transition services.
(a) Transition services means a coordinated set of activities for a child with a disability that-

(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(2) Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes-

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

TA&D | Technical Assistance and Dissemination Network

Editor's note: IDEA's provisions with respect to the Technical Assistance and Dissemination (TA&D) network of OSEP do not contain a "definition" of TA&D but, rather, authorize the Secretary of Education to fund projects intended to improve the education of children with disabilities. In Section 663 of the statute (Public Law 108-446), the following authorization
appears:

"(e) Linking States to Information Sources.-In carrying out this section, the Secretary shall support projects that link States to technical assistance resources, including special education and general education resources, and shall make research and related products available through libraries, electronic networks, parent training projects, and other information sources, including through the activities of the National Center for Education Evaluation and Regional Assistance established under part D of the Education Sciences Reform Act of 2002."

A current list of OSEP-funded TA centers can be found at:
https://osepideasthatwork.org/find-center-or-grant/find-a-center

_________________________

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En español | In Spanish Special education is full of terms that people constantly use in writing and in conversation, and it's important to know what those terms mean. CPIR is pleased to provide this handy reference to special education terminology, and hopes it helps our readers quickly connect with the meaning of pivotal words and phrases in the field.

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Sometimes in meetings, there are special education acronyms that may be used. It seems like a foreign language.  We try our best to define these terms as we go. However, just in case one comes up that is unknown, here is a comprehensive alphabetical list of acronyms defined simply.

Arnold, L. (2017, August 31). Glossary of Special Education
Terms and Acronyms. California Special Education Law &
Advocacy.

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This link to the California Department of Education gives people an understanding of the special education rights of parents and students. It has many definitions, FAQ, and common questions and answers relevant to students in the state of California.

California Department of Education. (2021, September). Notice of Procedural Safeguards. Cde.ca.Gov. https://www.cde.ca.gov/sp/se/qa/pseng.asp

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Revised October 2016

Note: The term school district is used throughout this document to describe any public education agency responsible for providing your child's special education program. The term assessment is used to mean evaluation or testing. Federal and state laws are cited throughout this notice using English abbreviations, which are explained in a glossary on the last page of this notification.
What is the Notice of Procedural Safeguards?
This information provides you as parents, legal guardians, and surrogate parents of children with disabilities from three (3) years of age through age twenty-one (21) and students who have reached age eighteen (18), the age of majority, with an overview of your educational rights or procedural safeguards.

The Notice of Procedural Safeguards is required under the Individuals with Disabilities Education Act (in English, referred to as IDEA) and must be provided to you:

When you ask for a copy

The first time your child is referred for a special education assessment

Each time you are given an assessment plan to evaluate your child

Upon receipt of the first state or due process complaint in a school year, and

When the decision is made to make a removal that constitutes a change of placement

(20 USC 1415[d]; 34 CFR 300.504; EC 56301[d] [2], EC 56321, and 56341.1[g] [1])
What is the Individuals with Disabilities Education Act (IDEA)?
IDEA is a federal law that requires school districts to provide a "free appropriate public education" (in English, referred to as FAPE) to eligible children with disabilities. A free appropriate public education means that special education and related services are to be provided as described in an individualized education program (in English, known as IEP) and under public supervision to your child at no cost to you.
May I participate in decisions about my child's education?
The parent or guardian, or the local educational agency (LEA), has the right to participate in the development of the IEP and to initiate their intent to electronically audiotape the proceedings of the IEP team meetings. At least 24 hours prior to the meeting, the parent or guardian shall notify the members of the IEP team of their intent to record a meeting. If the parent or guardian does not consent to the LEA audiotape recording an IEP meeting, the meeting shall not be recorded on an audiotape recorder.

Where can I get more help?

When you have a concern about your child's education, it is important that you contact your child's teacher or administrator to talk about your child and any problems you see. Staff in your school district or special education local plan area (SELPA) may answer questions about your child's education, your rights, and procedural safeguards. Also, when you have a concern, this informal conversation often solves the problem and helps to maintain open communication.

You may also want to contact one of the California parent organizations (Family Empowerment Centers and Parent Training Institutes), which were developed to increase collaboration between parents and educators to improve the educational system. Contact information for these organizations is found on the CDE special education California Parent Organizations Web page.

Additional resources are listed at the end of this document to help you understand the procedural safeguards.
What if my child is deaf, hard of hearing, blind, visually impaired, or deaf-blind?
The State Special Schools provide services to students who are deaf, hard of hearing, blind, visually impaired, or deaf-blind at each of its three facilities: the California Schools for the Deaf in Fremont and Riverside and at the California School for the Blind in Fremont. Residential and day school programs are offered to students from infancy to age 21 at both State Schools for the Deaf. Such programs are offered to students aged five through 21 at the California School for the Blind. The State Special Schools also offer assessment services and technical assistance. For more information about the State Special Schools, please visit the California Department of Education (CDE), State Special Schools Web page, or ask for more information from the members of your child's IEP team.

Notice, Consent, Assessment, Surrogate Parent Appointment, and Access to Records

Prior Written Notice
When is a notice needed?
The school district must inform you about proposed evaluations of your child in a written notice or an assessment plan within fifteen (15) days of your written request for evaluation. The notice must be understandable and in your native language or other mode of communication, unless it is clearly not feasible to do so. (34 CFR 300.304; EC 56321)
What will the notice tell me?
The Prior Written Notice must include the following:

1. A description of the actions proposed or refused by the school district

2. An explanation of why the action was proposed or refused

3. A description of each assessment procedure, record, or report the agency used as a basis for the action proposed or refused

4. A statement that parents of a child with a disability have protection under the procedural safeguards

5. Sources for parents to contact to obtain assistance in understanding the provisions of this part

6. A description of other options that the IEP team considered and the reasons those options were rejected; and

7. A description of any other factors relevant to the action proposed or refused. (20 USC 1415[b][3] and [4], 1415[c][1], 1414[b][1]; 34 CFR 300.503)

Parental Consent

When is my approval required for assessment?

You have the right to refer your child for special education services. You must give informed, written consent before your child's first special education assessment can proceed. The parent has at least fifteen (15) days from the receipt of the proposed assessment plan to arrive at a decision. The assessment may begin immediately upon receipt of the consent and must be completed and an IEP developed within sixty (60) days of your consent.
When is my approval required for services?
You must give informed, written consent before your school district can provide your child with special education and related services.
What are the procedures when a parent does not provide consent?
If you do not provide consent for an initial assessment or fail to respond to a request to provide the consent, the school district may pursue the initial assessment by utilizing due process procedures.

If you refuse to consent to the initiation of services, the school district must not provide special education and related services and shall not seek to provide services through due process procedures.

If you consent in writing to the special education and related services for your child but do not consent to all of the components of the IEP, those components of the program to which you have consented must be implemented without delay.

If the school district determines that the proposed special education program component to which you do not consent is necessary to provide a free appropriate public education to your child, a due process hearing must be initiated. If a due process hearing is held, the hearing decision shall be final and binding.
When may I revoke consent?
If at any time subsequent to the initial provision of special education and related services, the parent of a child revokes consent in writing for the continued provision of special education and related services, the public agency:

1. May not continue to provide special education and related services to the child, but must provide prior written notice in accordance with 34 CFR Section 300.503 before ceasing such services

2. May not use the procedures in subpart E of Part 300 34 CFR (including the mediation procedures under 34 CFR Section 300.506 or the due process procedures under 34 CFR Sections 300.507 through 300.516) in order to obtain agreement or a ruling that the services may be provided to the child

3. Will not be considered to be in violation of the requirement to make a free appropriate public education (FAPE) available to the child because of the failure to provide the child with further special education and related services

4. Is not required to convene an IEP team meeting or develop an IEP under 34 CFR Sections 300.320 and 300.324 for the child for further provision of special education and related services

Please note, in accordance with 34 CFR Section 300.9 (c)(3), that if the parents revoke consent in writing for their child's receipt of special education services after the child is initially provided special education and related services, the public agency is not required to amend the child's education records to remove any references to the child's receipt of special education and related services because of the revocation of consent.

Surrogate Parent Appointment
What if a parent cannot be identified or located?
School districts must ensure that an individual is assigned to act as a surrogate parent for the parents of a child with a disability when a parent cannot be identified and the school district cannot discover the whereabouts of a parent.

A surrogate parent may also be appointed if the child is an unaccompanied homeless youth, an adjudicated dependent or ward of the court under the state Welfare and Institution Code, and is referred to special education or already has an IEP. (20 USC 1415[b][2] ; 34 CFR 300.519; EC 56050; GC 7579.5 and 7579.6)

Nondiscriminatory Assessment
How is my child assessed for special education services?
You have the right to have your child assessed in all areas of suspected disability. Materials and procedures used for assessment and placement must not be racially, culturally, or sexually discriminatory.

Assessment materials must be provided and the test administered in your child's native language or mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer.

Independent Educational Assessments
May my child be tested independently at the district's expense?
If you disagree with the results of the assessment conducted by the school district, you have the right to ask for and obtain an independent educational assessment for your child from a person qualified to conduct the assessment at public expense.

The parent is entitled to only one independent educational evaluation at public expense each time the public agency conducts an evaluation with which the parent disagrees.

The school district must respond to your request for an independent educational assessment and provide you information about where to obtain an independent educational assessment.

If the school district believes that the district's assessment is appropriate and disagrees that an independent assessment is necessary, the school district must request a due process hearing to prove that its assessment was appropriate. If the district prevails, you still have the right to an independent assessment but not at public expense. The IEP team must consider independent assessments.

District assessment procedures allow in-class observation of students. If the school district observes your child in his or her classroom during an assessment, or if the school district would have been allowed to observe your child, an individual conducting an independent educational assessment must also be allowed to observe your child in the classroom.

Access to Educational Records
May I examine my child's educational records?
You have a right to inspect and review all of your child's education records without unnecessary delay, including prior to a meeting about your child's IEP or before a due process hearing. The school district must provide you access to records and copies, if requested, within five (5) business days after the request has been made orally or in writing. ( EC 49060, 56043[n], 56501[b][3], and 56504)

How Disputes Are Resolved

Due Process Hearing

When is a due process hearing available?

Mediation and Alternative Dispute Resolution

May I request mediation or an alternative way to resolve the dispute?

A request for mediation may be made either before or after a request for a due process hearing is made.

You may ask the school district to resolve disputes through mediation or alternative dispute resolution (ADR), which is less adversarial than a due process hearing. The ADR and mediation are voluntary methods of resolving a dispute and may not be used to delay your right to a due process hearing.
What is a pre-hearing mediation conference?
You may seek resolution through mediation prior to filing a request for a due process hearing. The conference is an informal proceeding conducted in a nonadversarial manner to resolve issues relating to the identification, assessment, or educational placement of a child or to a FAPE.

At the prehearing mediation conference, the parent or the school district may be accompanied and advised by nonattorney representatives and may consult with an attorney prior to or following the conference. However, requesting or participating in a prehearing mediation conference is not a prerequisite to requesting a due process hearing.

All requests for a prehearing mediation conference shall be filed with the Superintendent. The party initiating a prehearing mediation conference by filing a written request with the Superintendent shall provide the other party to the mediation with a copy of the request at the same time the request is filed.

The prehearing mediation conference shall be scheduled within fifteen (15) days of receipt by the Superintendent of the request for mediation and shall be completed within thirty (30) days after receipt of the request for mediation unless both parties agree to extend the time. If a resolution is reached, the parties shall execute a legally binding written agreement that sets forth the resolution. All discussions during the mediation process shall be confidential. All prehearing mediation conferences shall be scheduled in a timely manner and held at a time and place reasonably convenient to the parties. If the issues fail to be resolved to the satisfaction of all parties, the party who requested the mediation conference has the option of filing for a due process hearing. ( EC 56500.3 and 56503)

Due Process Rights
What are my due process rights?
You have a right to:

1. Have a fair and impartial administrative hearing at the state level before a person who is knowledgeable of the laws governing special education and administrative hearings (20 USC 1415[f][1][A], 1415[f][3][A]-[D]; 34 CFR 300.511; EC 56501[b][4])

2. Be accompanied and advised by an attorney and/or individuals who have knowledge about children with disabilities (EC 56505 [e][1])

3. Present evidence, written arguments, and oral arguments (EC 56505[e][2])

4. Confront, cross-examine, and require witnesses to be present (EC 56505[e][3])

5. Receive a written or, at the option of the parent, an electronic verbatim record of the hearing, including findings of fact and decisions (EC 56505[e][4])

6. Have your child present at the hearing (EC 56501[c][1])

7. Have the hearing be open or closed to the public (EC 56501[c][2])

8. Receive a copy of all documents, including assessments completed by that date and recommendations, and a list of witnesses and their general area of testimony within five (5) business days before a hearing (EC 56505[e][7] and 56043[v])

9. Be informed by the other parties of the issues and their proposed resolution of the issues at least ten (10) calendar days prior to the hearing (EC 56505[e][6])

10. Have an interpreter provided (CCR 3082[d])

11. Request an extension of the hearing timeline (EC 56505[f][3])

12. Have a mediation conference at any point during the due process hearing (EC 56501[b][2]), and

13. Receive notice from the other party at least ten days prior to the hearing that the other party intends to be represented by an attorney (EC 56507[a]). (20 USC 1415[e]; 34 CFR 300.506, 300.508, 300.512 and 300.515)

Filing a Written Due Process Complaint
How do I request a due process hearing?
You need to file a written request for a due process hearing. You or your representative needs to submit the following information in your request:

1. Name of the child

2. Address of the residence of the child

3. Name of the school the child is attending

4. In the case of a homeless child, available contact information for the child and the name of the school the child is attending, and

5. A description of the nature of the problem, including facts relating to the problem(s) and a proposed resolution of the problem(s)

Prior to filing for a due process hearing, the school district shall be provided the opportunity to resolve the matter by convening a resolution session, which is a meeting between the parents and the relevant members of the IEP team who have specific knowledge of the facts identified in the due process hearing request. (20 USC 1415[f][1][B]; 34 CFR 300.510)
What does a resolution session include?
Resolution sessions shall be convened within fifteen (15) days of receiving notice of the parents' due process hearing request. The sessions shall include a representative of the school district who has decision-making authority and not include an attorney of the school district unless the parent is accompanied by an attorney. The parent of the child may discuss the due process hearing issue and the facts that form the basis of the due process hearing request.

The resolution session is not required if the parent and the school district agree in writing to waive the meeting. If the school district has not resolved the due process hearing issue within thirty (30) days, the due process hearing may occur. If a resolution is reached, the parties shall execute a legally binding agreement. (20 USC 1415[f][1][B]; 34 CFR 300.510)
Does my child's placement change during the proceedings?
May the decision be appealed?

The hearing decision is final and binding on both parties. Either party may appeal the hearing decision by filing a civil action in state or federal court within 90 days of the final decision. (20 USC 1415[i][2] and [3][A], 1415[l]; 34 CFR 300.516; EC 56505[h] and [k], EC 56043[w])
Who pays for my attorneys' fees?
Fees may be reduced if any of the following conditions prevail:

1. The court finds that you unreasonably delayed the final resolution of the controversy

2. The attorneys' hourly fees exceed the prevailing rate in the community for similar services by attorneys of reasonably comparable skill, reputation, and experience

3. The time spent and legal services provided were excessive, or

4. Your attorney did not provide to the school district the appropriate information in the due process request notice.

Attorneys' fees will not be reduced, however, if the court finds that the State or the school district unreasonably delayed the final resolution of the action or proceeding or that there was a violation of this section of law. (20 USC 1415[i][3][B]-[G]; 34 CFR 300.517)

Attorneys' fees relating to any meeting of the IEP team may not be awarded unless an IEP team meeting is convened as a result of a due process hearing proceeding or judicial action. Attorneys' fees may also be denied if you reject a reasonable settlement offer made by the district/public agency ten (10) days before the hearing begins and the hearing decision is not more favorable than the offer of settlement. (20 USC 1415[i][3][B]-[G]; 34 CFR 300.517)
To obtain more information or to file for mediation or a due process hearing, contact:
Office of Administrative Hearings
Attention: Special Education Division
2349 Gateway Oaks Drive, Suite 200
Sacramento, CA 95833-4231
916-263-0880
FAX 916-263-0890

School Discipline and Placement Procedures for Students with Disabilities

School Discipline and Alternative Interim Educational Settings

May my child be suspended or expelled?

School personnel may consider any unique circumstances on a case-by-case basis when determining whether a change in placement is appropriate for a child with a disability who violates a code of student conduct from his or her setting to:

An appropriate interim alternative education setting, another setting, or suspension for not more than ten (10) consecutive school days, and

Additional removals of not more than ten (10) consecutive school days in the same school year for separate incidents of misconduct

What occurs after a removal of more than ten (10) days?
After a child with a disability has been removed from his or her current placement for ten (10) school days in the same school year, during any subsequent days of removal the public agency must provide services to enable the child to continue to participate in the general education curriculum and progress toward meeting the goals set out in the child's IEP. Also, a child will receive, as appropriate, a functional behavioral assessment and behavioral intervention services and modifications, which are designed to address the behavior violation so that it does not recur.

If a child exceeds ten (10) days in such a placement, an IEP team meeting must be held to determine whether the child's misconduct is caused by the disability. This IEP team meeting must take place immediately, if possible, or within ten (10) days of the school district's decision to take this type of disciplinary action.

As a parent you will be invited to participate as a member of this IEP team. The school district may be required to develop an assessment plan to address the misconduct or, if your child has a behavior intervention plan, review and modify the plan as necessary.
What happens if the IEP team determines that the misconduct is not caused by the disability?
If the IEP team concludes that the misconduct was not a manifestation of the child's disability, the school district may take disciplinary action, such as expulsion, in the same manner as it would for a child without a disability. (20 USC 1415[k][1] and [7]; 34 CFR 300.530)

If you disagree with the IEP team's decision, you may request an expedited due process hearing, which must occur within twenty (20) school days of the date on which you requested the hearing. (20 USC 1415[k][2]; 34 CFR 300.531[c])

Regardless of the setting the school district must continue to provide FAPE for your child. Alternative educational settings must allow the child to continue to participate in the general curriculum and ensure continuation of services and modifications detailed in the IEP. (34 CFR 300.530; EC 48915.5[b])

Children Attending Private School

May students who are parentally placed in private schools participate in publicly funded special education programs?

Children who are enrolled by their parents in private schools may participate in publicly funded special education programs. The school district must consult with private schools and with parents to determine the services that will be offered to private school students. Although school districts have a clear responsibility to offer FAPE to students with disabilities, those children, when placed by their parent in private schools, do not have the right to receive some
or all of the special education and related services necessary to provide FAPE. (20 USC 1415[a][10][A]; 34 CFR 300.137 and 300.138; EC 56173)
When may reimbursement be reduced or denied?
The court or hearing officer may reduce or deny reimbursement if you did not make your child available for an assessment upon notice from the school district before removing your child from public school. You may also be denied reimbursement if you did not inform the school district that you were rejecting the special education placement proposed by the school district, including stating your concerns and intent to enroll your child in a private school at public expense.

Your notice to the school district must be given either:

At the most recent IEP team meeting you attended before removing your child from the public school, or

In writing to the school district at least ten (10) business days (including holidays) before removing your child from the public school. (20 USC 1412[a][10][C]; 34 CFR 300.148; EC 56176)

When may reimbursement not be reduced or denied?
A court or hearing officer must not reduce or deny reimbursement to you if you failed to provide written notice to the school district for any of the following reasons:

The school prevented you from providing notice

You had not received a copy of this Notice of Procedural Safeguards or otherwise been informed of the requirement to notify the district

Providing notice would likely have resulted in physical harm to your child

Illiteracy and inability to write in English prevented you from providing notice, or

Providing notice would likely have resulted in serious emotional harm to your child

State Complaint Procedures
When may I file a state compliance complaint?
You may file a state compliance complaint when you believe that a school district has violated federal or state special education laws or regulations. Your written complaint must specify at least one alleged violation of federal and state special education laws. The violation must have occurred not more than one year prior to the date the complaint is received by the California Department of Education (CDE). When filing a complaint, you must forward a copy of the complaint to the school district at the same time you file a state compliance complaint with the CDE. (34 CFR 300.151-153; 5 CCR 4600)

Complaints alleging violations of federal and state special education laws or regulations may be mailed to:

California Department of Education
Special Education Division
Procedural Safeguards Referral Service
1430 N Street, Suite 2401
Sacramento, CA 95814

For complaints involving issues not covered by federal or state special education laws or regulations, consult your district's uniform complaint procedures.

To obtain more information about dispute resolution, including how to file a complaint, contact the CDE, Special Education Division, Procedural Safeguards Referral Service, by telephone at 800-926-0648; by fax at 916-327-3704; or by visiting the CDE, Special Education Web page.

Glossary of Abbreviations Used in This Notification

ADR: Alternative Dispute Resolution

CFR: Code of Federal Regulations

EC: California Education Code

FAPE: Free Appropriate Public Education

IDEA: Individuals with Disabilities Education Act

IEP: Individualized Education Program

OAH: Office of Administrative Hearings

SELPA: Special Education Local Plan Area

Last Reviewed: Tuesday, July 2, 2019

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Note: The term school district is used throughout this document to describe any public education agency responsible for providing your child's special education program. The term assessment is used to mean evaluation or testing. Federal and state laws are cited throughout this notice using English abbreviations, which are explained in a glossary on the last page of this notification.

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Special Education Rights of Parents and Children

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Special Education Rights of Parents and Children

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The procedural safeguards and special education rights for children and families written in a clear yet detailed way that may answer some of your questions. It details the IEP process, team members, rights, and due process.

Judicial Council of California, Center for Families, Children & the Courts. (2016). Special Education Rights for Children and Families. Judicial Council of California. Published.

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Related services are supportive services for students in specific areas to help them access general education, achieve their IEP goals, and participate more fully with their peers. This websites explains a little more, gives the most common services, and how students qualify and access these services.

Morin, A. (2021, April 26). Related services for kids who learn and think differently. Understood.Org. https://www.understood.org/articles/en/related-services-for-kids-with-learning-and-thinking-differences-what-you-need-to-know

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Related services help kids meet educational goals, but these services aren't necessarily specialized instruction.

Related services are typically part of a child's Individualized Education Program (IEP).

Some kids receive related services through a 504 plan.

Learn more about these types of services and how kids who learn and think differently get them.

What are related services?

Related services are most often part of an IEP . Kids usually get them along with some sort of specialized instruction, as part of special education. But in some schools, they are the special instruction. That may happen when a child doesn't get any other services.

The main goal of these services isn't to offer special education. It's to help kids benefit from general education. They help make it easier for kids to participate in class and in afterschool activities.

For some kids, that might mean transportation services. For others, it's the help the classroom teacher gets from a professional to create and use a behavior plan .

How students qualify for related services

Often, related services go hand in hand with special education . But some kids might only need the related service.

Different states and school districts deal with this in different ways. The federal law says states can decide to allow related services to be the only form of special education a child gets. In that case, the related service is a child's specialized instruction.

There may be other cases where kids don't qualify for special education. But they can still get related services under Section 504 . This might happen when a child's challenges don't have an effect on learning.

Here's an example. A child with dyspraxia may need occupational therapy to help with motor planning. But this child doesn't need academic help. So occupational therapy may be provided under a 504 plan instead of an IEP.

What related services can include

Related services are as varied and individual as the kids who use them. The federal special education law, IDEA , lists the following as possible related services:

Speech-language and audiology services

Interpreting services

Psychological services

Occupational and physical therapy

Recreation, including therapeutic recreation

Early identification and evaluation of disabilities in children

Counseling services, including rehabilitation counseling

Orientation and mobility

Medical services (but only for diagnostic or evaluation purposes, not for ongoing treatment)

School health and/or school nurse services

Social work services

Parent counseling and training

It's important to know that if there's a service your child needs and it's not on the list, such as assistive technology , IDEA says the team should consider it.

Speech-language, occupational, and physical therapy are all examples of related services.

IDEA names many types of related services, but a child's team decides which services are necessary.

In some cases, related services are the only special education services a child might need.

About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

Reviewed by

Reviewed by

Andrea M. Spencer, PhD has extensive leadership experience in programs serving student with disabilities and at risk of failure.

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Related services for kids who learn and think differently

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Related services help kids meet educational goals, but these services aren't necessarily specialized instruction. Related services are typically part of a child's Individualized Education Program (IEP). Some kids receive related services through a 504 plan. Learn more about these types of services and how kids who learn and think differently get them.

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Accommodations and Modifications on the IEP 

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Accommodations and Modifications on the IEP 

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Included in a student's IEP document is a section that lists Accommodations or Modifications that can be used to support the student in the general education class. This article has many resources to explain the difference between these 2 terms, and give tips of accommodations that can benefit students.

Reading Rockets. (2019). Accommodations and Modifications. https://www.readingrockets.org/article/accommodations-and-modifications

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At the IEP, it is recommended that the student would benefit from a graphic organzier. What does this mean? What is it? How are they helpful? This article breaks down this term, gives examples, and explains how to use this type of visual support for your student.

Osen-Foss, J. (2021). Graphic Organizers to Help Kids With Writing. Reading Rockets. https://www.readingrockets.org/article/graphic-organizers-help-kids-writing

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Graphic Organizers to Help Kids With Writing

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Discover four graphic organizers that can help kids organize their ideas in a very visual way. They also help break a writing project into smaller, more manageable steps. Graphic organizers are especially helpful for children with dysgraphia, executive functioning issues, and other issues that can cause trouble with writing.

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Some students have been identified as having Auditory Processing Deficits or Disorders. In our unique independent study setting, the parent is considered the teacher and the home is the classroom, these are accommodations that the parent/teacher can implement to support their student with this challenge.

Understood Team. (2021, July 19). Classroom accommodations for auditory processing disorder. Understood.Org. https://www.understood.org/articles/en/classroom-accommodations-for-auditory-processing-disorder

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Auditory processing disorder (APD) makes it hard for students to process and make meaning of sounds. That can make it hard to learn - from focusing on what a teacher says to learning how to read.

Here are some examples of accommodations teachers can use to help with auditory processing disorder in the classroom.

Classroom seating, materials, and routines

Provide a quiet area for independent work.

Let the student sit near the teacher and away from auditory distractions, like doors and windows.

Check in frequently to make sure the student understands the work.

Provide an assistive listening device to make it easier to distinguish the teacher's voice.

Give extra time for testing.

Giving instructions and assignments

Give step-by-step instructions, and have the student repeat them.

Use attention-getting phrases like "This is important to know because...."

Decide with the student on a nonverbal signal to show that a key point is being made.

Say directions, assignments, and schedules out loud, and rephrase as needed.

Repeat key information throughout the lesson, and rephrase as needed.

Use visual tools, images, and gestures to enhance and support spoken lessons.

Break down test or classwork instructions into short, written steps.

Highlight key words and ideas on worksheets.

Give written homework instructions.

Provide a list of homework assignments for the week (or day).

Introducing new concepts/lessons

Speak clearly and slowly when presenting new information.

Give material on a new concept to the student before it's taught to the whole class (so the student can get familiar with it ahead of time).

Give a list of or highlight key vocabulary and concepts for upcoming lessons.

Give a short review or connection to a previous lesson before teaching something new.

Give the student an outline of the lesson.

Grade based on the student's completion of the lesson goal. (For instance, don't grade spelling errors if that's not what the student was supposed to learn.)

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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Auditory processing disorder (APD) makes it hard for students to process and make meaning of sounds. That can make it hard to learn - from focusing on what a teacher says to learning how to read. Here are some examples of accommodations teachers can use to help with auditory processing disorder in the classroom.

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Virtual Learning Tips for Students with Autism

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Virtual Learning Tips for Students with Autism

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Virtual learning can be a challenge for any student. If a student has Autism, it can present unique challenges. Here are some valuable tips to enhance students' digital learning experience.

Children’s Hospital of Richmond. (2020). Distance learning with autism: 8 tips for helping your child | Children’s Hospital of Richmond at VCU. Www.Chrichmond.Org. https://www.chrichmond.org/blog/distance-learning-with-autism-8-tips-for-helping-your-child

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Distance learning with autism: 8 tips for helping your child | Children’s Hospital of Richmond at VCU

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Distance learning with autism: 8 tips for helping your child

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For those who want an in-depth discussion of how parents and caregivers can implement social emotional learning to enhance relationships and learning for their child, find the PDF publication on this website directly from one of the authorities in the field, Collaborative for Academic, Social, and Emotional Learning (CASEL).

SEL Discussion Series for Parents and Caregivers. (2021, September 17). CASEL. https://casel.org/sel-discussion-series-for-parents-and-caregivers/

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Families are a child's first teacher and an essential factor in the cultivation of social and emotional competencies throughout a child's life. When schools and families work together, they can build strong connections that reinforce social-emotional skill development. In fact, research suggests that evidence-based SEL programs are more effective when they extend into the home.

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SEL Discussion Series for Parents and Caregivers - CASEL

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Families are a child's first teacher and an essential factor in the cultivation of social and emotional competencies throughout a child's life. When schools and families work together, they can build strong connections that reinforce social-emotional skill development. In fact, research suggests that evidence-based SEL programs are more effective when they extend into the home.

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Some students may have a diagnosis of Attention Deficit and Hyperactivity Disorder or ADHD. This presents some challenges for schooling especially in the virtual independent study setting. This article has tips and strategies to enhance the learning setting whether at home or school for students, to improve focus, and set the stage for a positive learning environment.

Low, K. (2019, April 19). Tips for Creating ADHD-Settings at Home and at School. Verywell Mind. https://www.verywellmind.com/helping-children-with-adhd-20817

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Dr. Sydney S. Zentall, professor of Special Education at Purdue University, is an internationally known researcher in the education of children with ADHD. He focuses specifically on the preferences and responses of these students to specific learning conditions and environments and is the author of the book ADHD in Education.

How Do ADHD Children Learn Best?

According to Dr. Zentall, children with ADHD seek change/novelty and high-interest activities. They do best with an engaging active curriculum at school and an active home environment. Incorporating physical movement and motor activity throughout the day increases successes. When involved in a cognitive activity, children with ADHD often benefit from choices rather than solely adult-directed tasks. With their innate curiosity, these kids have a great potential for learning.

The trouble arises when a child with ADHD becomes bored. The longer they have to attend to a task, for example, or the longer they have to wait for their turn, the more stimulation they need. In addition to this need for stimulation, children with ADHD also have a need to feel competence, both academically and socially. They tend to do well with activities that involve some competition which enables others to see how well they are doing-earning rewards, badges, leadership opportunities or other symbols of achievement.

Social Needs and Challenges

Children with ADHD also benefit tremendously from social connections and relatedness to others. Social interactions are often their most important source of stimulation. If you are a teacher, your warm support and personal attention to these students are vital.

Kids with ADHD also enjoy producing emotional reactions in others. They may be drawn to the children at school who cause more trouble and they often look for or try to provoke an emotional reaction in order to feel more stimulation. Because a loud or angry response from an adult or peer tends to be reinforcing for many children with ADHD, when you must convey disapproval or reprimand a child with ADHD, a nonemotional, calm, and matter of fact response is best.

Creating an ADHD-Friendly Classroom

Dr. Zentall has developed a checklist for parents and teachers to utilize in order to help children with ADHD appropriately fulfill their need for stimulation and competence.

Goal 1 - Needs Stimulation (Movement and Choices)

Movement among centers and seats

Activity breaks

Active response tasks

Choice of tasks and reporting methods

Choice of jobs and responsibilities

Choice of learning groups

Goal 2 - Needs Competence

A. Academic Competence
1. Tasks

Reduced length (chapters)

Self-paced

Interests used in instruction

Color (overlays, markers, paper)

Relevant color used

Computers provided

Teach how to visually plan

Make global points and outlines

2. Settings

Interesting centers

Use of games in teaching

Animals present

Music available

Checklists, prompt cards used

Activities or toys for delay time

B. Social Competence

3 times more positives than negatives

Intense, emotional rewards

Private, firm, soft reprimands

Show personal interest in child

Peer activities with rules

Cooperation is taught and rewarded

Creating an ADHD-Friendly Home

Goal 1 - Needs Stimulation (Movement and Choices)

Available paths to run, trampolines, pools

Active responsibilities that are "helpful"

Available family activities (picnics, biking)

Choice of homework setting and task order

Choice of jobs and responsibilities

Choice of homework activity breaks

Goal 2 - Needs Competence

A. Academic Competence
1. Tasks

Flexible play materials (​Legos, paints)

Support for pretend play, journaling

Books selected for child's interest

Family conversations related to interests

Support for collections/hobbies

Computers provided

Teach how to visually plan

Reduce verbalizations to the child

2. Settings

Interesting homework settings

Use of games in getting tasks/jobs completed

Pets present

Music available during homework

Checklists, prompt cards used

Activities or toys for delay time

3 times more positive statements than negatives

Intense, emotional rewards

Private, firm, soft, nonemotional reprimands

Shows personal interest in child and child's friends

Friend activities with rules

Strict reasonable rules and manners are rewarded

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Tips for Creating ADHD-Settings at Home and at School

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Dr. Sydney S. Zentall, professor of Special Education at Purdue University, is an internationally known researcher in the education of children with ADHD. He focuses specifically on the preferences and responses of these students to specific learning conditions and environments and is the author of the book ADHD in Education.

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Many students and their parents struggle with a diagnosis of Dyslexia which is a specific learning disability that impacts reading. This article gives a thorough definition, and how to provide support to students with this unique challenge.

Child Mind Institute. (2021b, August 16). Understanding Dyslexia and How to Help Kids Who Have It. https://childmind.org/article/understanding-dyslexia/

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Children each learn and develop at their own pace, and reading is no different from other skill building. It's common for kids to find reading challenging at one point or another. But if learning to read becomes an ongoing struggle that leaves a child falling behind their peers, it's possible that they have a learning disorder known as dyslexia.

Dyslexia is most commonly associated with trouble learning to read. It affects a child's ability to recognize and manipulate the sounds in language. Kids with dyslexia have a hard time decoding new words, or breaking them down into manageable chunks they can then sound out. This causes difficulty with reading, writing and spelling. They may compensate by memorizing words, but they'll have trouble recognizing new words and may be slow in retrieving even familiar ones.

Dyslexia is not a reflection of a child's intelligence - in fact it's defined as a gap between a student's ability and achievement. Some youngsters with dyslexia are able to keep up with their peers with extra effort at least for the first few grades. But by the third grade or so, when they need to be able to read quickly and fluently in order to keep up with their work, they run into trouble.

With help and strategies for compensating for their weakness in decoding, students with dyslexia can learn to read and thrive academically. But dyslexia is not something one grows out of.

How common is dyslexia?

It is estimated that as many as one in five kids has dyslexia, and that 80 to 90 percent of kids with learning disorders have it. Sally Shaywitz, MD, co-director of the Yale Center for Dyslexia and Creativity, notes that many children go undiagnosed as struggles in school are incorrectly attributed to intelligence, level of effort or environmental factors.

Although experts used to say that dyslexia occurred more often in boys than in girls, current research indicates that it affects boys and girls equally.

A young person with dyslexia may:

Struggle with learning even simple rhymes

Have a speech delay

Have trouble following directions

Repeat or omit short words such as and, the, but

Find it difficult to tell left from right

In school, children with dyslexia are likely to:

Have difficulty sounding out new words

Lack fluency compared to other children their age

Reverse letters and numbers when reading (read saw as was, for example)

Find it difficult to take notes and copy down words from the board

Struggle with rhyming, associating sounds with letters, and sequencing and ordering sounds

Stumble and have difficulty spelling even common words; frequently they will spell them phonetically (hrbr instead of harbor)

Avoid being called on to read out loud in front of classmates

Become tired or frustrated from reading

Dyslexia affects children outside of school as well. Kids with dyslexia may also:

Find it difficult to decode logos and signs

Struggle when trying to learn the rules to games

Have difficulty keeping track of multi-step directions

Struggle with getting the hang of telling time

Find it especially challenging to learn another language

Become incredibly frustrated, which can effect their mood and emotional stability

Social and emotional impacts of dyslexia

Dyslexia affects a lot more than reading - it can also impact a child socially. "A dyslexic person who has word-finding difficulties can have trouble with their expressive language," says Scott Bezsylko, the executive director of Winston Preparatory School, which specializes in teaching kids with learning disorders. "That has a social impact, in addition to your difficulties with reading and writing, that make you feel not so good about yourself."

Kids with dyslexia - particularly those who have yet to be diagnosed - often suffer from low self-esteem because they worry that there is something wrong with them, and are often accused of not trying hard enough to learn to read. "A lot of our work with dyslexic kids is to help them rediscover that they are smart and capable," notes Beszylko, "because they've stopped believing in themselves."

How is dyslexia diagnosed?

If your child isn't meeting expectations for reading, as parents you can ask the school district to perform an evaluation and share the results with you. The evaluation will test your child's intellectual capacity and reading skills, to see if there is an achievement gap. It should also rule out other potential causes like environmental factors or hearing impairment.

The school should then make recommendations on how they can support your child and maximize her learning.

If you are unhappy with the quality of the evaluation, you can also secure a private evaluation by a psychologist, a neuropsychologist, a reading specialist, a speech and language therapist, an educational evaluator or a school psychologist. This external evaluation can also be used to advocate for your child and get the accommodations and services she might need.

When should a child be evaluated?

Dyslexia can begin to reveal itself at a young age, and there are preschool evaluations that look at the child's awareness of the sounds that make up words, and ability at word retrieval. However, Matthew Cruger, PhD, a clinical neuropsychologist at the Child Mind Institute, suggests waiting until kids are at least six years old and have had some formal instruction in reading to seek out a formal evaluation.

But Dr. Shaywitz notes that as soon as a gap between intelligence and reading skills is apparent - and evidence shows it can be seen in first grade - it's a good idea to get help. Schools sometimes encourage parents to wait until the third grade to see if their child truly needs an intervention, but Dr. Shaywitz argues that the earlier intervention is important not only to help kids catch up but to boost their fragile self-image, which is damaged by continuing struggle in school and comparisons with peers.

How to help kids with dyslexia

A dyslexia diagnosis does not mean your child will never learn to read. Dr. Cruger says there are a number of programs that can help, which might include these features:

Multi-sensory instruction in decoding skills

Repetition and review of skills

Intensity of intervention - that is, more than being pulled out of class once a week for extra help

Small group or individual instruction

Teaching decoding skills

Drilling sight words

Teaching comprehension strategies, to help kids derive meaning from what they're reading

Reading programs that been shown to help kids with dyslexia include:

Dr. Cruger points out that traditional tutoring may actually be counter-productive for a child with dyslexia, particularly if it is not a positive experience. "If the child hates the experience of reading help, it's not helpful," Dr. Cruger notes. "And it's not treating the source of the problem, the decoding weakness."

Instead, Dr. Cruger emphasizes that one of the most important ways to help kids with dyslexia is to make them more comfortable reading. This can be done in part by celebrating even small victories and accomplishments, while focusing less on correcting their errors.

Accommodations for kids with dyslexia

Kids with demonstrated dyslexia are eligible for accommodations in school. "Dyslexia robs a person of time," Dr. Shaywitz explains, "and accommodations give the time back to her." Accommodations may include:

Extra time on tests

A quiet space to work

The option to record lectures

The option to give verbal, rather than written, answers (when appropriate)

Elimination of oral reading in class

Exemption from foreign language learning

Other ways to support a child with dyslexia

One of the best ways to support a child with dyslexia - or any child who is struggling - is to encourage those activities that they like and feel good at, whether it is music, joining a sports team or anything else that helps build her confidence.

To help reinforce that dyslexia is not a marker of intelligence, it can also be helpful to talk about successful people - like Whoopi Goldberg and Steven Spielberg - who have also been diagnosed with dyslexia.

Other things that may help your child with dyslexia include:

Listening to audio books as an alternative to reading

Typing on a computer or tablet instead of writing

Apps that can make learning fun by turning decoding into a game

Using a ruler to help kids read in a straight line, which can help keep them focused

Emotional support

Dyslexia can result in frustration, embarrassment, avoidance and low self-esteem as a result of difficulties performing tasks that seem to come naturally to others. Demystifying the learning disorder with your child can help him develop the tools - and resilience - necessary to manage it, both in school and in social circumstances. Some things you can do to help include:

Discuss the specific challenges that result from dyslexia: "You know how you have a hard time reading signs or copying notes from the board? That's dyslexia."

Acknowledge their effort and celebrate hard work, even if there are still mistakes: "I know how difficult that reading homework was. I am so proud of how hard you tried."

Help them recognize their strengths: "You showed such great sportsmanship and teamwork in the soccer game the other night, and that was a great goal you scored!"

Combat negative self-talk: If your child starts saying things like, "I'm just stupid," don't ignore it. Instead, check out these ideas for helping kids who are too hard on themselves.

Frequently Asked Questions

How does dyslexia work?

How common is dyslexia?

What helps students with dyslexia?

What are the signs of dyslexia?

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Understanding Dyslexia - Child Mind Institute

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Find out how to recognize dyslexia, the most common learning disability. The Child Mind Institute on how to help kids who have trouble learning to read.

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7 easy tips for Positive Behavior Support

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7 easy tips for Positive Behavior Support

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At times, student behavior can be challenging, here are a few tips from teachers of positive behavior support to improve relationships and support desirable learning behaviors.

Mood, A. (2016). Stop Tantrums With 7 Positive Behavior
Strategies Teachers Use. www.Noodle.com.

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Career And College Options: General Majors - Noodle.com

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Don't know which subject to study, how to survive working full-time while earning (and paying for) your degree, or what career is right for you? You're in good company! This page is your homebase; select your degree type, pick a program of interest, and start exploring our library of thousands of data-driven articles.

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Some students have a specific learning disability that impacts their performance in math. This site gives tips to support students with this challenge.

Child Mind Institute. (2021, August 16). How to Help Kids With Dyscalculia. https://childmind.org/article/how-to-help-kids-dyscalculia/

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There are a number of ways you can support a child with dyscalculia - both in school and out.

Kids with dyscalculia need extra support to help them stay on track in math class, handle homework and deal with tests. Trying different types of support can help you and your child find the right tools for his needs.

Experts: Educational specialists or a math tutor, especially one who has experience working with students who learn differently, can help your child learn to approach math problems in a more effective way. Tutoring will also allow your child to practice his math skills in a slower, less stressful setting.

The right tools: Supportive tools and tech can help your child navigate difficult problems.

A calculator he knows how to use

Pencils (for erasing!)

Graph paper to help him keep columns and numbers straight.

Pre-set phone reminders and alarms to help him keep track of time.

Math apps and games that allow him to practice essential skills in a fun way

Accommodations: Work with your child's teacher to ensure he's able to access appropriate supports including:

Access to a calculator during class and tests

Extra time on tests

A quiet space to work

The option to record lectures

Access to the teacher's notes

Time in the math resource room (if his school offers one)

In-school tutoring or homework assistance

Many children - with and without dyscalculia - struggle with what's commonly called math anxiety. "Kids who have a hard time with math often feel serious anxiety when it comes to doing any math-related task, especially homework or tests," explains Meredyth Kravitz, PhD, a clinical neuropsychologist.

Oftentimes, this anxiety becomes a self-fulfilling prophecy, says Dr. Kravitz. "Kids who struggle with math often become so anxious that the anxiety takes over. They're unable to concentrate on learning the problem or passing the test because they're worried about doing badly."

Math anxiety isn't exclusive to kids with dyscalculia, but it is common among children with the disorder. "One of the keys to helping kids with dyscalculia is teaching them anxiety management strategies," says Dr. Kravitz. As kids learn to manage the anxiety provoked by math challenges, they become more able to absorb information and techniques that can help.

Like most learning disabilities, dyscalculia often has hidden costs. If your child has dyscalculia he may feel frustrated or embarrassed when asked to do things - like reciting multiplication tables - that are difficult for him, especially during class or when other students are present.

But the problems can often go beyond school. Dyscalculia's impact on day-to-day activities - playing board games, making correct change or even reading clocks accurately - can cause kids to feel self-conscious and avoidant.

Helping your child understand his learning disorder can give him the tools he needs to manage his dyscalculia - both academically and emotionally.

Don't keep him in the dark. Talk to him about the difficulties dyscalculia can cause and be specific: "You know how you have a hard time remembering your times tables, or knowing how much change to give the lunch lady? That's dyscalculia."

Acknowledge his struggles and praise hard work - even if the results aren't perfect: "I understand how hard that math assignment was. I was so proud of how hard you worked on it." "Praising efforts instead of outcomes will help your child feel proud of his work, even if it's not reflected in his final grade," says Dr. Kravitz.

Help him identify his specific strengths, and offer positive reinforcement: "Your essay about Dad was so well written and moving. You're a great writer."

Combat negative self-talk: If your child starts saying things like "I'm just stupid," don't ignore it. Instead, check out these ideas for helping kids who are too hard on themselves.

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How to Help Kids With Dyscalculia - Child Mind Institute

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There are a number of ways you can support a child with dyscalculia - both in school and out. Kids with dyscalculia need extra support to help them stay on track in math class, handle homework and deal with tests. Trying different types of support can help you and your child find the right tools for his needs.

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Why is it good to struggle with learning?

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Why is it good to struggle with learning?

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Brain research by Stanford University has found that struggling and making mistakes is actually good for learning and brain development. This video explains the value of struggling in the learning process. They discuss this in the context of learning math but it can be applied to all learning. This is one of my favorite videos about learning. Enjoy!

Y.C. (2021b, November 4). The Importance of Struggle. YouCubed. Retrieved 2018, from https://vimeo.com/289580472