Pass OT- School Based OT-IEP and Other Laws

"individualized education program, or IEP"

"is a written plan that specifies goals and objectives for learning for students in the public school system that have been identified as having a disability. Mandated for students with disabilities by the Individuals with Disabilities Education Act (IDEA) of 2004"

"Tier 1 Group Interventions"

"Changes are made to regular classroom instruction that benefit all students, including those identified as “at risk”. Regular screenings are completed to identify students who may be at risk for learning difficulties. Changes are made to the classroom set-up and/or methods of instruction to benefit all students, including those at risk. Supplemental instruction for students identified as at risk is provided in the regular classroom during instruction time."

"Tier 1 Group Interventions Example"

"A teacher uses a classroom audio system while lecturing to her students. This improves the ability of all the students to hear and attend to the task, including two students who have been identified as at risk for learning."

"Tier 2 Targeted Interventions"

"Students who have not responded to Tier 1 interventions are provided more intensive instruction in small groups, in addition to regular classroom instruction. This is usually provided in the areas of reading and math, especially for grades kindergarten through third."

"Tier 2 Targeted Interventions Example"

"A paraprofessional works on math with a group of three first graders in the corner of the classroom during math instruction. This targeted support helps reinforce math concepts for students who need additional assistance."

"Tier 3 Intensive Interventions"

"Students who have not responded to Tier 1 and Tier 2 interventions receive intensive 1:1 instruction to target skill deficits. If a student does not respond to Tier 3 intervention, the student is referred for comprehensive evaluation to determine eligibility for special education services."

"Tier 3 Intensive Interventions Example"

"A second grade student works 1:1 with an RTI teacher in a separate room to learn reading skills. This focused instruction aims to address the student's specific reading challenges."

"Referral for Evaluation"

"Made for evaluation to determine if the student has a disability. This is usually made by a teacher or parent, and a notice is sent to the parent. Special education staff members are then responsible for notifying the parent when received. Made after the student shows no or limited response to the RTI process."

"Consent to Evaluate"

"The student’s parent or guardian must sign –If a state requires a physician’s prescription to provide services in the public schools, a prescription must be obtained from the student’s physician before occupational therapy services can be initiated. Not all states require a physician’s prescription for occupational therapy services in public schools."

"Testing"

"Once consent from a parent or guardian is received, special education staff members proceed with completing the approved tests with the student."

"Testing"

"-Each special education staff member must complete what they specified on the consent form.

-each staff member evaluating the student should use assessment tools that compare the student’s functional status to normative data.

-each staff member should determine baselines for the skills to be addressed in the IEP."

"Determination of Disability"

"-Once testing is completed, the special education evaluation team meets with the parent or guardian to discuss test results.

-Based on the test results, the team decides whether or not the student qualifies as a student with a disability."

"Development of the Individualized Education Plan (IEP)"

"-This may be done immediately following the determination of disability, or may be completed during a separate meeting.

-Parents may take time after the evaluation meeting to review the test results and consider the recommendations of the team.

-Parents have the right to refuse special education services for their child if they do not agree with the plan presented. Parents also have the right to stop the evaluation and IEP process at any time.

-The parts of the IEP are reviewed in a separate chart."

"each student who receives special education services must be re-evaluated every three years to determine if the student still qualifies as a student with a disability under IDEA 2004."

"Three-Year Re-evaluation"

"Three-Year Re-evaluation Example"

"The occupational therapist reports that the student continues to display deficits in fine motor and visual motor skills. She requests to administer the Bruninks-Oseretsky Test of Motor Proficiency, 2nd edition, to obtain normative data regarding the student’s fine motor and visual motor skills. The parent consents to testing. At the re-evaluation meeting, the occupational therapist reports that the student’s scores have increased by 10 percentile points, but the scores still fall below average when compared to norms for same age, same gender peers. The occupational therapist recommends continued occupational therapy services for fine motor and visual motor skills."

"Dismissal from Special Education Services"

"the student has made sufficient progress in all skill areas that he or she can now access education in the regular education classroom."

"Dismissal from Special Education Services Example"

"A student receives special education services under a specific learning disability category for reading and speech and language therapy. Occupational therapy is provided as a related service for handwriting and visual motor skills. A re-evaluation is conducted to determine if the student continues to qualify for special education services. Even though the student still displays some mild deficits in visual tracking, handwriting, and expressive language, the comparison of normative data from formal testing and of baseline and target annual goal data shows that the student has met all annual goals and is now capable of functioning in the regular classroom with some tier 2 supports for reading and handwriting. The IEP team agrees to the student from special education services."

"Special IEP Review"

"-student is not demonstrating sufficient progress under the current IEP -a student has met all goals under the current IEP and dismissal from special education services must be considered -a student has had a significant change in condition and the IEP must be revised to reflect that change

–the student’s parents are not satisfied with the special education services provided to the student and wish to review and revise the IEP"

"Special IEP Review Example"

"An occupational therapist sees a student for 2 pull-out sessions per week for fine motor and visual motor skills, including handwriting. The parents of the student do not feel that their child is benefitting from the service and want occupational therapy services discontinued so that their child will not be pulled out of class. An IEP review meeting is held and the occupational therapist shows the student’s parents through review of baseline and current data that the child’s skills are improving and he is meeting his IEP goals. The student’s teachers report to the parents how occupational therapy intervention has helped the student keep up with classroom note taking and written assignments. After discussion, the parents agree to continue occupational therapy services. The occupational therapist agrees to conduct one session per week in the therapy room to address skills and one session per week in the student’s classroom to apply skills during core instruction."

"Transition to kindergarten, middle school, high school, or post-high school:"

"–students who will be age 18-21 at the beginning of the next school year may continue to attend high school for vocational and independent living skills if the IEP team determines that they continue to require intervention in these areas."

"Transition to kindergarten, middle school, high school, or post-high school Example"

"A student with a diagnosis of Down syndrome is scheduled to graduate from high school with his class in the spring. The student has not met his vocational goals and the IEP team determines that the student could benefit from continued education to address vocational needs. An IEP transition meeting is held and the IEP team determines that the student will continue to attend high school after graduation to address vocational goals."

"Part B of IDEA: Services for School-Aged Children"

"Services for school-aged children with developmental disabilities (3 through 21 years of age) are provided free of charge through the public school system"

"an Individualized Education Plan (IEP) is developed for children 3 through 21 years of age who qualify for special education services from school districts. An IEP is similar to an IFSP, but more focused on the child’s goals rather than on the family’s goals."

"Before Part B services start"

"Part C of IDEA"

"deals with early intervention services (birth through 36 months of age."

"Individual Family Service Plan (IFSP) is developed by a team, which includes the parents and all providers who work with the child and the family."

"Before Part C services start"

"the child’s present level of development, the family’s strengths and needs, the specific services to be provided to the child and he family, and a plan to transition to public school."

"IFSP describes"

"that student cannot receive occupational therapy services under IDEA 2004."

"If a student does not qualify for special education services"

"provisions of Section 504 of the Rehabilitation Act of 1973."

"Some students who do not qualify for special education services may be able to receive occupational therapy services through"

"To receive occupational therapy services under Section 504, a student must meet the following requirements:"

"1. The student must be ineligible for special education services under IDEA 2004.

2. The student must have a documented physical or mental disability. This usually means a medical diagnosis documented by a physician or other qualified health professional.

3. The student’s disability must impair his or her ability to: a. Walk, breathe, eat or sleep b. Communicate, see, hear or speak c. Read, concentrate, think or learn d. Stand, bend, lift or work An evaluation is conducted to determine if the student qualifies for a 504 plan based on these criteria."

"Some examples of accommodations that might be provided under a 504 plan are:"

"-modified educational materials such as audio books or electronic worksheets

-preferential seating in classrooms

-extra time to transition between classrooms at the middle and high school level

-transcribed answers on tests and quizzes -modified or reduced homework"

"A student has bilateral hand tremors and illegible handwriting. His academic work is at grade level. He has a medical diagnosis of Type 1 diabetes."

"Qualifies for a Section 504 Plan under the Rehabilitation Act of 1973"

"A student cannot sit still and pay attention in class. The teacher reports that the student is falling behind in her work. Testing reveals difficulty with reading and visual tracking. The student does not have any medical diagnoses."

"Qualifies for an IEP under IDEA 2004"

"Qualifies for a Section 504 Plan under the Rehabilitation Act of 1973"

"A student has a medical diagnosis of autism. He is functioning above grade level in academic subjects. He uses noise reducing headphones and a baseball cap to filter auditory and visual stimuli."

"A student holds his pencil with an abnormal grasp and displays hand and forearm weakness while writing. He is functioning at grade level in all academic subjects. No medical diagnoses are reported by his mother."

"Does not qualify for services in public school"