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  • Guidance for Related Services 1

    Guidance for the Related Services of Occupational Therapy, Physical Therapy, and Speech/Language Therapy in Kentucky Public Schools

    November 2012

  • Guidance for Related Services2

    The question that requires an answer is NOT Does the student qualify for related services in school?...but rather, Is an occupational therapists, speech therapists or physical therapists knowledge and expertise a necessary component of the students educational program in order for him/her to achieve identified outcomes? This will

    be determined by the ARC following development of the IEP goals, benchmarks/objectives, and specially designed instruction.

  • Guidance for Related Services 3

  • Guidance for Related Services4

    ACKNOWLEDGEMENTS

    The Kentucky Department of Education would like to extend special recognition to the individuals who collaborated in the development of this document. The commitment of expertise, resources, time, and effort to provide current information regarding best practice for the delivery of the occupational therapy, physical therapy,and speech/language therapy services in the educational setting is appreciated.

    Laura Cullens, MS, OTR/LProgram Specialist, OT, PT ServicesJefferson County Public Schools

    Debbie Culler, PTFayette County Public School

    Rhonda Tapp Edwards, MS, OTR/LWestern Kentucky Educational Cooperative

    Susan Effgen, PT, PhDProfessor of Rehabilitation SciencesUniversity of Kentucky

    Marti GinterCoordinatorCentral Kentucky Special Education Cooperative

    Rebecca Goss, MA, CCC/SLPFayette County Public Schools

    Jacqui Kearns, EdDHuman Development Institute

    Melissa Jones, OTR/LFranklin County Schools

    Dana Logsdon, MS, OTR/LFayette County Schools

    Nancy LovettWestern Kentucky Educational Cooperative

    Cheryl Mathis, OTR/LKentucky Valley Educational CooperativeMike R. MillerProgram ConsultantKentucky Department of Education

    Sally MiracleLow-Incidence ConsultantCentral Kentucky Special Education Cooperative

    Nacelle Nead, MA, CCC/SLPJessamine County Public Schools

    Susan Owens, MA, CCC/SLPFayette County Public Schools

    Melody Prinkleton, DPTJefferson County Schools

    Colleen Schneck, PhD, OTR/LProfessorEastern Kentucky University

    Karen Summers, MS, OTR/LModel Lab School

    Kellye Vincent, MS, CCC/SLPRelated Service AdvisorFayette County Public Schools

    Julie Wells, MS, OTR/LJessamine County Schools

    WORKGROUP COMMITTEE MEMBERS

  • Guidance for Related Services 5

    Denise BaileyProgram ManagerKentucky Department of Education

    Sue Cecere, PT, MHSPT Instructional SpecialistPrince Georges County Public SchoolsOxon Hill, Maryland 20745

    Kellie Coldiron Ellis, MA, CCC-SLPAssistant Professor/Clinic DirectorEastern Kentucky UniversityCommunication Disorders Program

    Kathy David PT, MS, PCSRetired Consultant for Physical Therapy ServicesIowa Department of Education

    Rebecca E. Argabrite GroveSpecial Education SupervisorLoudoun County Public SchoolsAshburn, VA

    Leslie L. Jackson, MEd, OT, FAOTA Academic Fieldwork Coordinator Occupational Therapy Department Chicago State University

    Jane Kleinart, PhD, CCC-SLP Associate Professor,Div. of Communication Disorders University of Kentucky

    Joyce S. Peet, OTOwner of Therapy Connections LLCOT, PT and S/L Services Beavercreek, Ohio

    Laurie Ray, PhD, PTAssistant Professor,Division of Physical therapy UNC-Chapel Hill

    Terry Ray Special Education AdministratorJefferson County Public SchoolsLouisville, Kentucky

    Reanna Saling, MS, CCC-SLPProgram SpecialistJefferson County Public SchoolsLouisville, Kentucky

    Sharon Shasby, EdD, ORR/L, FAOTARetired Professor and Graduate CoordinatorOccupational Therapy DepartmentEastern Kentucky University

    New York City Department of EducationOT/PT Practice GuideFall 2011

    Guidelines for Occupational Therapy and Physical Therapy for Students Receiving Special Education Services in AlabamaNovember 2008

    Resource Manual for Educationally Related Occupational Therapy and Physical Therapy in Kentucky Public SchoolsKentucky Department of Education, 2006

    Occupational and Physical Therapy Early Intervention and School Based Services in Maryland. A Guide to Practice.December 2008

    Handbook for Occupational & Physical Therapy Services in the Public Schools of Virginia, Commonwealth of Virginia, Department of Education, 2010

    CREDITS

    The following documents were used in the development of this document.

    REVIEWERS

  • Guidance for Related Services6

    Table of Contents

    Section I: Defining Roles

    IntroductionPurposeBackgroundWhat is School-Based Therapy in the Educational Environment? Knowledge and Experience of a School-Based TherapistRole of Related Service Providers in Educational EnvironmentRole ofOccupational Therapy in the Educational EnvironmentRole of the Occupational Therapy Assistant in the Educational EnvironmentRole of the Physical Therapist in the Educational EnvironmentRole of the Physical Therapist Assistant in the Educational EnvironmentRole of the Speech Language Pathologist as a Related Service Provider in the Educational EnvironmentRole of the Speech Language Pathologist Assistant as a Related Service Provider in the Educational EnvironmentRole of Therapy Aides/ Para-educators in the Educational Environment

    Section II: Service Delivery

    Research-Based InterventionsReferral Evaluation

    Occupational Therapy Evaluation Areas Physical Therapy Evaluation Areas Speech/Language Evaluation Areas Eligibility

    Individual Education ProgramService DeliveryAnnual Review/Re-evaluation Transition

    Assistive Technology ServicesConsiderations for Release from Related Services

    Transferring Students

    Section III: Administration of Therapy Services

    Workload Considerations Options for Acquiring an OT, PT, and SLP InterviewsRecruitment Resources Retention Strategies Orientation of Therapists to the School District Liability Professional Development Scheduling Materials and Equipment Confidentiality and Release of Information Evaluation and Program Quality Assurance

    This document reflects current guidelines as of November 2012. Changes in laws, regulations, and practices regarding related services in the educational setting may affect the content of this document.

  • Guidance for Related Services 7

    References

    Appendices

    Appendix A: Early Intervening Services Strategies/Checklist Appendix B: Tests and Measures Appendix C: School-Based Standards of Practice Appendix D: Decision-Making Tools Appendix E: Internet Resources for School-based Therapists Appendix F: Samples of Individual Education Program Appendix G: Qualifications of Therapists

  • Guidance for Related Services8

    Section IDefining Roles

  • Guidance for Related Services 9

    Section I: Defining Roles

    Introduction

    Individuals with Disabilities Education Improvement Act 2004

    On December 3, 2004, the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) was enacted into law as Public Law 108-446. The statutes, as passed by Congress and signed by the President, reauthorized and made significant changes to the Individuals with Disabilities Education Act of 1997 (IDEA 97).

    IDEA 2004 intended to help children with disabilities achieve high standards by promoting accountability for results enhancing parental involvement, using proven practices and materials, and providing more flexibility and reducing paperwork burdens for teachers, local school districts, and states. Enactment of the law provided an opportunity to consider improvements in the current regulations to strengthen the federal effort to ensure every child with a disability has available a free and appropriate public education that is of high quality and designed to achieve the high standards reflected in the Elementary and Secondary Act of 1965, as amended by the No Child Left Behind Act of 2001 (NCLB) and its implementing regulations.

    The purpose of IDEA 2004 was to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.

    Kentucky Senate Bill 1 (2009)

    On March 26, 2009, Kentucky Governor Steve Beshear signed Senate Bill 1 (SB1,2009) into law. This significant piece of legislation led to the implementation of several education initiatives impacting college and career readiness in Kentucky. Through SB1 the vision for Kentucky schools is to ensure that all students reach proficiency and complete high school ready for college and careers. This vision is informed by a changing economy that requires P-12 schools to prepare students for a more complex and competitive workplace. Related service providers can use their expertise to assist students with meeting his/her educational goals and becoming college/career ready.

    Purpose

    The purpose of this manual is to provide a resource document to guide the provision of school-based occupational therapy, physical therapy, and speech/language therapy services to support the participation of students with disabilities in the educational setting. This manual replaces the Kentucky Department of Education (KDE) Resource Manual for Educationally Related Occupational Therapy and Physical Therapy in Kentucky Public Schools (2006).

    This manual may be used in conjunction with the Kentucky Eligibility Guidelines-Revised (KEG-R) for speech language pathologists. The KEG-R is a reference to assist

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