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Module Main | Module Description | Instructional Outcomes | Instructional Events | Instructional Evaluation

The Law and the IEP, Related Services
Author
Sr. Sharon Sullivan, PH.D., Brescia University

Module Description
This module will introduce students to the Individuals with Disabilities Education Act (IDEA) and the Federal IDEA Regulations relative to the Individualized Education Program (IEP). The composition and responsibilities of the members of the IEP Team (Admission & Release Committee [ARC] in Kentucky) will be emphasized. Of particular interest in this module will be the issue of "related services". Participants will examine brief case studies and recognize the various sources of information to be accessed when developing an IEP.
 
This module can be utilized as a stand-alone learning experience. Or it may be "bundled" with several other modules (EX: with modules 2, 3 and 4). If you are accessing this information as an individual there are specific outcomes you may wish to achieve. If you are using this module to meet a course requirement there are specific outcomes your instructor may indicate as optional or required.
 
As a person using this only for your own information and instruction:
  1. Increase knowledge base of IDEA regulations relating to the IEP and the issue of related services.
     
  2. Analyze information presented in brief case studies and recognize the various sources of information to be accessed when developing an IEP.
     
  3. Create a document (pamphlet, brochure or formal letter) that describes the responsibilities and duties of each of the required participants of an IEP team.
As a person at a single site using this module as stand-alone or "bundled" with other specified modules:
  1. Increase knowledge base of IDEA regulations relating to the IEP and the issue of related services.
     
  2. Analyze information presented in brief case studies and recognize the various sources of information to be accessed when developing an IEP.
     
  3. Create a document (pamphlet, brochure or formal letter) that describes the responsibilities and duties of each of the required participants of an IEP team.
As a person using this module "bundled" with other specified modules and in conjunction with individuals at other higher education institutions or other sites (intra-state or inter-state):
  1. Increase knowledge base of IDEA regulations relating to the IEP and the issue of related services.
     
  2. Analyze information presented in brief case studies and recognize the various sources of information to be accessed when developing an IEP.
     
  3. Use high and low tech communication methods to work collaboratively with other individuals to develop the related services component of an IEP based on one of the designated (per your instructor) cases (suggest Hewlitt , Lori , Daniel, & Chad ) in this module and knowledge gained in modules such as module 2, 3 and 4.
     
  4. Use the discussion group capabilities to interact with other individuals, faculty, staff and/or module developer.
     
  5. Create a document (pamphlet, brochure or formal letter) that describes the responsibilities and duties of each of the required participants of an IEP team.
Finally, after experiencing a number of other modules dealing with a range of related services, and working within interstate groups, the participants will develop, for their case, the related services component of an IEP. Student groups will also prepare a pamphlet, brochure, or formal letter describing the responsibilities and duties of the participants of an IEP team.
Instructional Outcomes
The student will:
  1. Become aware of the multiple steps involved in securing special services for a child
     
  2. Understand the makeup and responsibilities of each member of the ARC/IEP Team
     
  3. Understand the components of an IEP
     
  4. Discover the relevant components of the IDEA and Federal Regulations that support the IEP
     
  5. Experience interpreting elements of a case study to design support for including relevant related services in an IEP
     
  6. * If this module is "bundled", the above should incorporate some components or acknowledge consideration of the information shared in the three other IDEAL modules
Instructional Events
  1. Read and analyze the information contained in the section titled Background Information.  
     
  2. Explore and utilize the information in the section titled Online Resources.
    (You can choose to access additional resources in other formats as well.)
     
  3. Produce Artifacts:
     
    1. The following components of an IEP (to be presented online if done as a group assignment, or in a format specified by your instructor, or make your own notes as an individual.):
       
      1. describe present level of functioning in areas such as communication, social/behavioral needs, recreation and/or leisure components
         
      2. annual goal(s) or justification for including related services reflecting the above areas
         
      3. description of needed related service and possible providers
         
    2. A "public document" (letter, pamphlet, or brochure) for parents, regular/general education teachers, and students participating in an ARC/IEP Team meeting, which will state:
       
      1. the legal basis for their participation
         
      2. the roles and responsibilities of each
         
      3. information each should be prepared to "bring to the table"
NOTE: If you are completing the above events as part of a group, these products may be the result of group work; products may be submitted in hard copy or via E-mail. Each group should be prepared to submit the development of their case to the whole assembly "on-line".
 
Instructional Evaluation
The Tasks:
 
THE QUESTIONS
 
Each individual should completely answer the following questions using web-based resources. Use web-based or provided linked resources to answer the following (please indicate your sources) If required, submit your answers to a supervisor or faculty member as directed at your site:
  1. When should regular education teachers and parents become involved in the process of determining services for children with or suspected of having exceptional needs?
     
  2. Who must be involved in the IEP Team (the ARC in Kentucky) and where can you find that information?
     
  3. What are the components of an IEP according to the Federal Regulations?
     
  4. What are some options for related services (see especially section 300.34 of the Federal Regulations)?
     
  5. Can the ARC/IEP Team require or request the provision of family/parent counseling? of extended school year services? of adapted physical education (recreation and/or leisure) programming? of language services if the child has speech already?
     
  6. What sources of information or expertise can or should be consulted when developing or revising the IEP? 
 
If you are completing this module as an individual:
  1. Choose one of the 5 following cases.
  1. Read through the information about the child provided by various sources interested in or related to the child
     
  2. Determine whether information provided:
          a)  is or is not relevant
          b)  is or is not necessary
          c)  can or cannot be considered
     
  3. Make recommendations for related services for that child that are supported based upon the information provided and upon your interpretation of the information.
     
  4. NOTE: All children have been determined to be eligible for special education and they spend a significant portion of the school day in a general education classroom setting in their neighborhood schools. 
If you are accessing this module as member of a group, read and complete the following directions:
 
Each group will be assigned one case. Your task is to read through the information about the child provided by various sources interested in or related to the child. As a group, you are free to determine whether the information provided is or is not relevant or necessary, or can or cannot be considered. After examining the information, you must make recommendations for Related Services for that child and support those recommendations based on the information provided and upon your interpretations of that information. To make it a bit easier, or more straightforward, the child in each of the cases has already been determined to be eligible for special education services, and is therefore eligible for any Related Services which are "required to assist a child with a disability to benefit from special education. . . "Each child also participates, at least for a significant portion of the day, in a regular education setting. All attend their "neighborhood" schools. Your task is simply to determine what related services might benefit the child, and to justify those choices.
 
Instructions for all module users:
 
Do not worry about finding or using a specific IEP form or format; instead, do the following:
  1. State the name of the child and give a brief description of his/her situation. 
     
  2. For each Related Service recommended, name the Related Service (e.g., adapted physical education and recreational programming) and provide a descriptive sentence about that service.
     
  3. Following each recommended Related Service, provide a paragraph justifying or supporting that choice.
     
  4. List the names of the group participants (and the preparer[s] of the report). 

Case Studies:

Public Document

 
If this task is being completed by an individual, one document will be created. Submit it for evaluation, if required, either in hardcopy or via e-mail.
 
If this task is a group task, the group may choose to have separate documents for the parents, the regular education teachers, and the child; or the group may elect to prepare one document. If the choice is multiple documents, just be sure all the documents are submitted for credit to the appropriate persons (who may be at multiple locations based upon the make-up of group membership). The entire packet will be considered when it is evaluated. Submission may be in either hard copy or E-mail.
GENERAL SCORING RUBRIC
[assume a 1-4 scale, with "1" the lowest, and "4" the highest]
 
The Questions
 
4. All questions answered correctly and completely; writing which reflects excellent standard English (e.g., clear spelling and grammar); all sources indicated; multiple sources consulted
 
3. All questions answered correctly; writing which reflects good standard English; appropriate source for each response indicated
 
2. All questions answered; writing which reflects adequate standard English; some sources indicated
 
1. Less than #2
 
The Cases
 
4. Provided clear summary; selected appropriate multiple Related Services; provided clear descriptions; incorporated information related to other modules; developed convincing and creative justification; used excellent standard English
 
3. Provided clear summary; selected appropriate multiple Related Services; provided clear description; gives evidence of attempt to utilize information from other modules; developed convincing justification; used good standard English
 
2. Provided summary; selected multiple Related Services; provided description and justification; used adequate standard English
 
1. Less than #2
 
The Public Document(s)
 
4. Information accurate, thorough, and clear; roles and responsibilities for parent(s), regular education teacher(s), and child clear, compelling, and easy to understand; some creative "bells and whistles" (e.g., graphics, formatting, color) appropriately included; excellent standard English
 
3. Information accurate and clear; roles and responsibilities clear for parent(s), regular education teacher(s), and child included; "bells and whistles" included; good standard English
 
2. Information generally accurate; roles and responsibilities for parent(s) and regular education teacher(s) included; adequate standard English
 
1. Less than #2

 
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