Related Services

Related services are development, corrective, or other supportive services that are required to assist a student with a disability to benefit from special education.

Some students may need related services to meet their individually designed special education goals. The need for related services is considered during the student's admission, review, and dismissal (ARD) Committee meeting. The ARD Committee reviews and discusses the student's evaluation and ongoing assessment data and makes recommendations. The need for related services to support special educational goals must be clearly identified in the student's individualized education program (IEP).

Counseling
Based on individual evaluations, counseling services may be recommended for specific students if necessary for the student to progress on their educational IEP. These services are direct or consultative and are implemented by the school psychologist

Occupational Therapist (OT)

An occupational therapist works with students to facilitate full access and success in their learning environment. Occupational Therapists work with children who have fine motor delays, handwriting issues, self-care deficits, and sensory difficulties that interfere with their access to the school curriculum. This often includes working with the teacher to modify the classroom and/or adapt learning materials to help the student successfully participate.

Physical Therapist (PT)

A physical therapist provides services to students to facilitate their ability to participate in the educational setting. Physical therapy services focus on providing a student with the motor skills and assistive technology necessary for functional mobility and positioning in all areas of the school building, as well as safe access to the playground setting. Services are provided using either a direct or consult model. Direct services allow the physical therapist to work on the development of specific gross motor skills, e.g., walking. Consult services allow the physical therapist to assist the classroom staff, through training and with recommendations, with the implementation of IEP objectives. Physical therapists have knowledge of and access to a wide variety of positioning and mobility options to meet student needs. Successful physical therapy outcomes are the result of the collaboration between the physical therapist, the classroom staff, and the parents.

Medical VS. Educational Model of Physical and Occupational Therapy

School-based Physical and Occupational Therapy services are based on the educational model as opposed to the medical model of service provision.

Medical Model

Medically related services are generally performed to change the child's physical status. Treatment objectives are generally chosen along a predetermined developmental sequence or physical change sequence/rehabilitation sequence, regardless of the amount of time away from regular activities that may be required to achieve the goal.

Educational Model

The primary role of schools is to provide education. As such, all services, including techniques chosen, are designed to meet the student's educational goals as determined at the ARD/IEP meeting. At times, adaptations/modifications and/or consulting/monitoring may be the only intervention(s) necessary for the child to access their schoolwork and campus environments. These interventions may successfully improve the student's ability to function at school without necessarily changing the child's physical/developmental status. Improved function within typical school-related tasks/activities is of primary importance to allow the student to better perform in the classroom. The techniques and/or modifications are chosen by the individual school-based therapist and ARD Committee, not as prescribed by an outside agency.