Chapter 4: Service Delivery(Infrastructure)

1.Access to Special Education Services

2.Delivery of Services

3.Starting services

4. The Service Providers

Accessing Services: Referral Process

• 5 Step Process

1) Know student who may need programs or services

2)Discuss student with S.E.R.T. (special education resource teacher)

3.Discuss student with S.B.T. ( I.S.T. /L.S.T.) I.E.P may be developed at this stage

4) Maybe ( if warranted) refer to I.P.R.C.

5) Adjust placement and implement I.E.P.

The I.E.P. Process5 Steps

1. Gather Information from teachers and parents: assessment data, observations, concerns

2 Set the Direction -Principal assigns roles and responsibilities for the process- “Who’s on First?”

3 Develop the I.E.P. : Programs and Services must spelled out clearly.4 Implement the I.E.P. - Just “Do IT”!!)5 Review it -update it - Once per term at Report

Card time

Delivery of Special Ed. Services

• Services must be delivered in the L.R.E.- Least Restrictive Environment)

Starts with:1. Regular class with Indirect Support2. Resource Assistance3. Regular Class/ Withdrawal for Assistance4. Part time Regular class/Part time self contained class5. Full Time Self Contained Class6. Special Schools - Provincial Schools, Section 23

Classrooms,Hospital School

Service Delivery- continued

• Range of settings from least restrictive ( full inclusion ) to most restrictive (special congregated class)

• Special class placements must be duration specific and intervention specific and have parental support and permission.

• Inclusion versus Range of Settings- even the “die hards” have come to recognize we need both

The Cascade Model

Getting Special Ed. Services Started

• Situation 1:

-Simple and easy -No IPRC needed- Services are determined through consultation and

discussion between classroom teacher and SERT

Getting Special Ed. Services Started

• Situation 2• No IPRC

• Same as situation 1 but involves School Team ( LRT, SBT, IST)

• IEP is developed and implemented

Getting Special Ed. Services Started

• Situation 3• Teacher / Parent /SERT refer student to SBT(IST, LST)• Principal calls for an I.P.R.C.• I.P.R.Committee meets and may formally identify the

student• 2 “Determinations” are made• A) Exceptionality of the student (yes/no) and

B) Placement--where the program will take place• Student starts in placement and IEP is developed within 30

school days. (October 15 in new school years)

The Service Providers

• Classroom teachers• Educational Assistants• Special Education Assistants• Special Education ConsultantsResources to Service ProvidersPrincipalsParentsSchool TeamsAdvisory and Advocacy Groups ( e.g. L.D.A.O)Social Agencies (counselling, treatment programs)Specialists (pediatricians, psychologists, SLP’s etc.)

The TEAM Approach

• The School Team-Problem Solving approach using in-school personnel: “More heads

are better than one”!Meets regularly in school time (usually weekly)

• The Multi-Disciplinary Team-Assessment and data gathering for problem solving and further

referral to other specialists-Meets when called in to assist by Principal (monthly or on an as needed basis)-Consists of other professionals, including outside of education

( psychology, medicine, etc)“It takes a whole village to educate a child.”

The Role of the Educational Assistant

• How do we love thee? Let us count the ways!

• At your tables discuss and brainstorm different ways you have seen E A’s used in the schools you have been to.