Related Services

According to IDEA, the term related services means "transportation, and such developmental, corrective, and other supportive service (including speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical  services shall be for diagnostic evaluation purposes only) as may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disability conditions in children."

Determining the Need for a Related Service:

• There is no eligibility criteria for related services. Students do not "qualify" for a related service.  The need for a related service is determined at the IEP team meeting when the team determines the instructional services that are necessary to enable the student to accomplish the goals and objectives
• If the IEP team determines that the student can progress on the goals and objectives without a related service, then the related service should not be provided
• The IEP team makes the decision to provide a related service when that service is required to assist the student in benefiting (i.e., make progress on IEP goals and objectives) from the special education services and program.
• Factors that the team should consider when determining whether a related service is necessary can include:

• educational relevance of the related service;
  
• expertise of the primary special education teacher or service provider;
  
• the least restrictive environment that meets the needs of the student; or
  
• health and safety issues.

Involvement of Related Service Providers in Evaluations:

• As an evaluator, the related service provider assists the Child Study Team in developing the evaluation plan.
  
• Based on the presenting concerns of the student, related service providers may be evaluators on a student's evaluation plan.
  
• When the team of evaluators write the Evaluation Summary Report (ESR), the areas evaluated by the related service provider(s) should be integrated into the ESR along with the interpretation, summary and identification of present level of performance and special education needs. Related services evaluators should not write separate reports.
  
• The ESR should not include a statement that indicates that a student is eligible for a related service.
  The need for a related service is determined during the development of the IEP.

  IEP:

  • Goals and objectives are based on the needs of the student not on the type of service provided.As members of the IEP team, the related service providers should not develop separate goals and objectives.
    
  • Each of the related services must be listed separately including the amount and frequency of each service to be provided.