Student has been identified as a student with an exceptionality and special education staff want to consult about student. Staff seek related services providers to ask specific questions. Ex.- is this developmentally appropriate, the student can’t do this—is this a language issue? Do you have suggestions for sensory issues for this student? May want related service provider to observe student to provide suggestions.
Accommodations/modifications*
*These could be happening at the same time.
Can the student’s need be addressed through an accommodation or modification? Speech sound error- model correct sound Restate incorrect sentence in correct way, expand on short/incomplete sentence One step directions at time , provide repetitions. Use of slanted board, modified writing utensils, etc. Extended time
Direct service time by special education teacher * Special education teacher working on goal in behavior, motor, language, etc. May have support in writing the goal from related service provider but implemented and monitored by the special education teacher.
Indirect service X on service line. Related service provider checks in with teacher for specific amount of time as per the IEP. Do you need support from me? Still not showing carry over skills in classroom for articulation errors- remind student to move tongue to this position.
Direct service time with Shared Goal Special education teacher and related service provider are working on the same goal with both parties doing progress monitoring on the shared goal. Related service provider may need to evaluate to help identify needs for goals/objectives, but the evaluation is not to “qualify” for their related services.
Direct service time Own goal/data collection by service provider. Services provided either in resource setting or regular classroom.
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