04/2003 Denton ISD Special Education Services Operational Guidelines

Transcription

1 04/2003 Denton ISD Special Education Services Operational Guidelines

2 Acknowledgements Through the hard work and dedication of the educators and therapists listed below, this manual has become a reality. Many thanks to: Task Force members Lisa Silliman-French, PhD, CAPE, APE/VI Coordinator Diane Custy, PT Kathy Myers, MOT, OTR Shannon Meyer, Master s candidate, APE Linda Woosley, Master s candidate, APE Ron French, EdD, CAPE, Professor, Texas Woman s University Resource members Val Morgan, MA, Director of Special Education Rebecca Glaser, OTR Bob Gorton, PT Hope Edwards, OTR Valerie Khafaji, OTR Adrianna Rodriquez, OTR Kerrie Berends, Doctoral candidate, APE Deb Buswell, PhD, CAPE, Assistant Professor John O Connor, PhD, CAPE, Assistant Professor And special thanks to Becky Johnston, PhD, former Special Education Supervisor for Denton Independent School District, for supporting the development of this manual. i

3 Interdisciplinary Collaboration Manual I. Introduction. 1 II. Rationale. 1 III. Organizing Services 2 A. Legal issues. 2 B. Characteristics 2 1. Adapted physical education Occupational therapy Physical therapy. 4 C. Models for providing service. 4 IV. Individual Case Illustrating Collaboration of Services. 7 V. References. 8 VI. Appendices 9 A. Legal Mandates. 9 B. Most Frequently Asked Questions About Adapted Physical Education, Physical Therapy, and Occupational Therapy 10 ii

4 1 I. Introduction State and federal laws mandate special education and related services for all students with disabilities, if consistent with each student s individualized education program (IEP). Physical education services, being part of special education as an instructional service, must be provided to all students with disabilities if stated in their IEP. Selection of related services is based on individual needs and includes, among other services, occupational therapy and physical therapy (P.L , 1997). Professionals in adapted physical education, occupational therapy, and physical therapy entered public school systems simultaneously as a result of P.L , The Elementary and Secondary Education Act Amendments of 1966 (Blossom, Ford, & Cruse, 1996). Their entry into the schools was more evident in 1975 when P.L , The Education for All Handicapped Children Act, became law. The simultaneous entry of these professionals into the school system resulted in many individuals believing that the services provided were synomous. This problem was and still is, compounded by the presence of the word physical in the terms adapted physical education and physical therapy. Indeed, the disciplines of physical therapy and occupational therapy are related to adapted physical education. These professionals address gross motor needs, motor performance, physical function, and physical independence of students with disabilities (Bowers, French, Myers, & Pyfer, 2002; Cicirello, Hall, Reed, & Hylton, 1989). However, adapted physical education, occupational therapy, and physical therapy professionals, while providing some types of overlapping services, each have unique training and abilities to assist students with disabilities to gain maximum benefit from their educational program (Colorado State Department, 1977). This document is designed to establish understanding of the roles of adapted physical educators, occupational therapists, and physical therapists. This manual has been updated and modified from resources from the Colorado Department of Education (Cicirello, Hall, Reed, & Hylton, 1989; Office of Federal Relations and Instructional Services & Colorado Department of Education, 1989) and training material from Oregon (Special Education Services Unit, 1979) to meet the unique needs of the Denton Independent School District (ISD). II. Rationale Philosophically, the purpose of education is to assist all students to function as independently and productively as possible within their capabilities. Traditionally, school systems have developed curricula in which the majority of the students were able to excel. Programs and subject areas were designed to be age appropriate; however, students with disabilities were often unable to attain the expected outcomes. School systems began to modify the programs and, as mandated by law, develop IEPs for students with disabilities. In Denton ISD adapted physical educators, occupational therapists, and physical therapists work together to meet the diversity of needs presented by students with disabilities. This collaboration allows teachers, therapists, as well as parents, to reinforce activities provided by each program (Dettmer, Dyck, & Thurston, 1999; Mostert, 1998). For those who are

5 interested, the most frequently asked questions about these three professions are provided in Appendix B. 2 III. Organizing Services A. Legal Issues As required by IDEA and the amendments (P.L , 1997), all students with disabilities must be provided a free appropriate public education. In this law both special education and related services are defined as services provided based on a student s needs, independent of whether a student requires adapted physical education, occupational therapy, physical therapy, or some combination of the three services (Cheatum & Hammond, 2000; Wininck, 2000). For instance, occupational therapy services can assist students to write, physical therapy can assist students to walk, and adapted physical education can assist students to participate successfully in active sports and leisure skills. Adapted physical education as an instructional service and, occupational therapy and physical therapy as related services, have long been accepted as beneficial to many students with disabilities and, in some cases, are considered an essential part of a student s educational program. B. Characteristics of Adapted Physical Education, Occupational Therapy, and Physical Therapy (see Figure 1) One major similarity of adapted physical education, occupational therapy, and physical therapy is that each involves habilitative or rehabilitative programs. In contrast, a primary distinction between the three professions is that adapted physical education is an instructional service mandated for students with disabilities, as the student s disability necessitates. These services are generally provided to students to children from birth to 22 years of age. Further, each profession has its own professional preparation following different curricula and state and national certifications (Colorado, 1997). Each of these professions is defined as follows:

6 3 Adapted Physical Education Occupational Therapy Physical Therapy * fitness components * oral-motor function/feeding * mobility and transfers * individual and group games * sensory processing * musculoskeletal status * group play skills * prevocational skills * pregait and gait training * individual and group sports * self-help skills * monitor wheelchair needs * dance * visual-motor skills * aquatics * fine motor coordination/ dexterity Adapted Physical Education - Occupational Therapy - Physical Therapy * motor coordination * static/dynamic balance * locomotion skills * manipulative skills * adapting equipment * environmental modification * social interaction * community-based programming * postural control Occupational Therapy - Physical Therapy Adapted Physical Education - Occupational Therapy * sensory motor skills * play skills * muscle tone * gross motor manipulation skills * joint stability and range of motion * lifetime activities * use of orthotic/prosthetic devices * postural reflexes * assistive technology * monitor seating and positioning Adapted Physical Education - Physical Therapy * muscular strength * muscular fitness * wheelchair/walker/crutches mobility Figure 1. Roles of the Adapted Physical Educator, Occupational Therapist, and Physical Therapist (Modified from Rourke & Rich, 1989).

7 4 1. Adapted Physical Education (Denton Independent School District, 2000) Adapted physical education is a diversified program of developmental activities, games, sports, and rhythmical movements suited to the interests, capabilities, and limitations of students with disabilities. These students may not benefit from unrestricted participation in activities within the general physical education program. Specific adapted physical education services include the following: develop or refine sport skills, modify exercises for greater participation, assist students in finding their strengths, promote knowledge and appreciation of physical activity and games, promote life-time leisure activities, improve spectator skills through knowledge of rules and strategies, and increase opportunities to experience self worth and peer interaction. In many circumstances, the adapted physical educator collaborates with general physical educators, classroom teacher, physical and/or occupational therapists. Generally, instruction is in a small group environment but could be a 1 to 1 ratio in the physical education or classroom environment or sometimes in a motor lab environment. 2. Occupational Therapy (Blossom & Ford, 1991; Blossom, Ford, & Cruse, 1996) Occupational therapy is the application of purposeful, independent, goal-directed daily living, work and leisure activity in the evaluation, problem identification, and/or treatment of persons whose function is impaired by physical illness or injury, emotional disorder, congenital disability, or developmental delay. The occupational therapist provides services in coordination with the educational team to assist the student in fulfilling educational needs, achieve optimum functioning, and prevent disability. Specific occupational therapy services may include evaluation and training in the areas of fine motor, visual perception, and sensory motor development. The occupational therapist consults with instructional staff, to promote regular implementation of beneficial activities and strategies. Services may be provided in the general or special education classroom setting in a 1 to 1 environment or sometimes in a motor lab environment. 3. Physical Therapy (Blossom & Ford, 1991; Blossom, Ford, & Cruse, 1996) The physical therapist provides a student with specific disabilities, a vast wealth of information regarding human motion. Specifically the physical therapist is directed toward disability prevention or minimization; relief of pain; development, improvement, or restoration of motor function; postural deviation reduction; and establishment and maintenance of maximum performance within the individual capabilities. Within the educational setting, the physical therapy works to develop and maintain the physical potential of an individual with a disability for maximum independence and participation in daily classroom and educational activities. As with occupational therapy, services are generally provided in a 1 to 1 classroom setting or sometimes in a motor lab. C. Models for Providing Service The adapted physical education, occupational therapy, and/or physical therapy service model consists of direct; consult services, and monitoring services (see Figure 2). This service delivery model represents a dynamic process that changes depending on the educational needs of

8 the student. It denotes a partnership, problem-solving process that is characterized by open communication, trusts, and shared responsibility (Ohio Task Force, 1998). 5 Direct: The professionals in adapted physical education, occupational therapy, and/or physical therapy provide direct contact with a student or a small group of students at designated intervals, as specified by the IEP. Consult: The consultation services are provided by these specialists to the student(s), but mainly to the teachers to meet the specific IEP goals and objectives (Lytle, 1999). These professionals assist students with disabilities to meet specific IEP goals and objectives, with the frequency of one or more services per month. Further, an IEP can be developed that is independent of other disciplines, or an integrated IEP can be developed between two professional (e.g., classroom teacher and occupational therapist). Monitor: The professionals in adapted physical education, occupational therapy, and/or physical therapy provide monitoring services to the student(s) and/or teachers as specified by a written report. These professionals monitor other professionals who are working on the student s IEP/written report. In the monitoring model, professionals design a program to ensure that appropriate programming and/or equipment is in place. Although much of the monitoring time is spent teaching personnel, adapted physical educators, occupational and physical therapists also spend time with the student during their scheduled monitoring visit. This Denton ISD model is infused within community-based and an itinerant delivery system: Community-based: When there are several students who could benefit from services within the community, a specific site could be developed. Possible sites may include the local bowling alley, community swimming pool, public weight room, or any local facility. These students may be from one school or several schools (or districts) and could be publicly transported to the site. Itinerant: When students are located throughout a geographical area, professionals travel to the students to deliver services.

9 6 Direct Consult IEP Team with Specialists Specialist Student IEP Team Specialist Direct Interventions are provided to students in a 1:1 and/or in a small group setting based on IEP goals. Multidisciplinary or transdisciplinary IEP services may be provided weekly but never less than once per 6 weeks. Student is listed in the Special Education Manager. IEP Team Student Monitor Student Consult Sharing of professional knowledge to help the IEP team deliver educationally relevant interventions based on the IEP goals for which intervention by the specialist is not indicated. Generally services are provided more than once every 4 weeks. Student is listed in the Special Education Manager. Monitor Interventions are planned by a specialist but executed by other team members. Interventions are designed to meet IEP goals for which the specialist is responsible. The specialist provides a summary report. Serves are generally less than once per 6 weeks. Student is not listed in the Special Education Manager. Figure 2. Dynamic Service Delivery Model (Modified from: Ohio State Motor Task Force, 1998).

10 IV. Individual Case Illustrating Collaboration of Services 7 The following example may illustrate the roles of these three professions working together: 7-year-old student who was diagnosed as having cerebral palsy (spastic hemiplegia) and mental retardation. The student is enrolled in a class for students with significantly limited intellectual capacity. 1. Adapted physical education might include instructional activities in small groups of students in developing skills and using adapted games that allow successful participation within the constraints of the student s disability. 2. Occupational therapy might include an evaluation of the student s fine motor development and provide therapy and activities to allow him/her to use both hands in school activities. 3. Physical therapy might include neurodevelopmental techniques to improve postural stability, range of motion, and strengthening exercises for the affected side and gait training. It is essential that appropriate medical information be available to all three professionals as part of the assessment procedure. Particular emphasis should be placed on securing information about a student s medications and about specific precautions when providing services for the student.

11 8 References Blossom, B., & Ford, F. (1991). Physical therapy in the public schools, Vol. I. Rome, GA: Rehabilitation Publications & Therapies. Blossom, B., Ford, F., & Cruse, C. (1996). Physical therapy and occupational therapy in public schools, Vol. II. Rome, GA: Rehabilitation Publications & Therapies. Bowers, S.T., French, R., Myers, B., & Pyfer, J. (2002). Job functions of adapted physical educators, occupational therapists, and physical therapists revisited. Paper presented at Orlando, FL: Third World Conference on Exposition and Disability. Cheatum, B.A., & Hammond, A.A. (2000). Physical activities for improving children s learning and behavior. Champaign, IL: Human Kinetics. Cicirello, N., Hall, S., Reed, P., & Hylton, J. (1989, May). The therapist s role in adapted physical education. Portland, OR: Author. Colorado State Department of Education (1997). Adapted physical education, occupational therapy, and physical therapy in the public schools. Denver, CO: Author. Denton Independent School District. (2000, August). Adapted physical education program guide. Co-sponsored with Texas Woman s University, Department of Kinesiology, Denton. Dettmer, P., Dyck, N., & Thurston, L. (1999). Consultation, collaboration, and teamwork for students with special needs. Boston: Allyn and Bacon. Lytle, R. (1999). Adapted physical education specialists perceptions and role in the consultation process. Unpublished doctoral dissertation. Oregon State University. Mostert, M.P. (1998). Interprofessional collaboration in schools. Boston: Allyn and Bacon. Ohio Motor Task Force, (1998). Occupational therapy, physical therapy, and adapted physical education in the schools. Ohio State Department of Education: Columbus. Public Law , (1975). The Education for All Handicapped Children Act. United States Congress. Public Law , (1997). Individuals with Disabilities Education Act Amendments of United States Congress. Office of Federal Relations and Instructional Services, & Colorado Department of Education, (1989). Adapted physical education, occupational therapy and physical therapy in the public school: Procedures and recommended guidelines. Denver, CO: Author. Special Education Services Unit, Colorado Department of Education, (1979). Adapted physical education, occupational therapy and physical therapy in special education programs in Colorado: Guidelines for implementation. Denver, Author. Winnick, J. P. (Ed.) (2000). Adapted physical education and sport. (3 rd ed.). Champaign, IL: Human Kinetics.

12 APPENDICES Appendix A - Legal Mandates 9 Special Education. The term special education means specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including: (a) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and (b) instruction in physical education (IDEA, 97, , pg 22) Physical Education: General physical education means; services, specially designed if necessary, must be made available to every child with a disability receiving a Free Appropriate Education. Regular physical education each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless: (a) the child is enrolled full time in a separate facility; or (b) the child needs specially designed physical education, as prescribed in the child s IEP. Special Physical Education: If specially designed physical education is prescribed in a child s IEP, the public agency responsible for the education of that child shall provide the services directly or make arrangements for those services to be provided through other public or private program. Education in separate facilities. The public agency responsible for the education of a child with a disability who is enrolled in a separate facility shall ensure that the child receives appropriate physical education services in compliance with paragraphs addressed. (20 U.S.C. 1412(a)(25), 1412(a)(5)(A)) Related Services: Means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early intervention and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility y services, and medical services for diagnostic or evaluation purposes. Occupational Therapy: Means services provided by a qualified occupational therapist; and includes (a) improving, developing or restoring functions impaired or lost through illness, injury, or deprivation; (b) improving ability to perform tasks for independent functioning when functions are impaired or lost; and (c) preventing, through early intervention, initial or further impairment or loss of function. Physical Therapy: means services provided by a qualified physical therapist. Each related service defined under this part may include appropriate administrative and supervisory activities that are necessary for program planning, management, and evaluation.

13 10 Appendix B - Most Frequently Asked Questions About Occupational Therapy, Physical Therapy, and Adapted Physical Education* 1. What is adapted physical education? Adapted physical education is a diversified program of developmental or remedial activities designed to enhance the gross motor abilities of students who have substantial medical, orthopedic, and/or neurological conditions. Activities are generally adapted to meet the specific needs of the student and to allow them to participate as much as possible in the curriculum based on the student s IEP. 2. Do you need someone certified in adapted physical education to provide adapted physical education in Texas? No. The State of Texas does not license the Adapted Physical Educator. 3. When do you involve the occupational/physical therapists in the referral/assessment? Therapists should work within their districts to establish clear referral guidelines. The number of filters through which a referral goes prior to reaching a motor services provider depends on the number of staff available to respond to the requests. Some districts involve motor services staff at the level of the initial child study. Other districts wait until classroom resource teachers have identified significant needs in motor skills before involving the motor specialist. All districts need to involve the motor specialist prior to the initial IEP meeting. 4. How do you refer a student to motor services? Any student who is having difficulty in the motor area(s) may be referred through a child study conference. The parent, teacher, or other person may make this contact through the student s teacher or other school personnel. Many of the referral policies differ from district to district. Basically, when working with students in an educational environment, the physical therapist s area of expertise lends itself to address issues involving the use of the head, neck, shoulder and body (trunk) muscles, which are used for posture, the hip, and lower extremity muscles for walking. The development of midline/trunk control, the development of basic gross motor skills, walking, and balance are stressed. Assessments may include the following areas (Colorado State Department of Education, 1997): joint range of motion and stability specific muscle strength and function, both as individual muscles and as groups developmental testing including reflex testing and developmental levels posture determination if safe and appropriate balance, equilibrium, and righting responses are present *For additional questions and answers related to Adapted Physical Education refer to (Buchanan, Silliman, & Jensen, 2002).

14 11 functional levels and/or which functional skills are being impacted by problems with muscle function, strength, endurance, specific movement patterns, or balance the need for adaptive/assistive equipment or modifications to the environment When working with students in an educational environment, an occupational therapist s area of expertise lends itself to address issues involving the use of the head, neck, shoulder and body (trunk) muscles, which are used for improving upper extremity and hand use. The development of midline/trunk control, the development of basic fine motor skills and hand use are stressed. Assessments may include (Colorado State Department of Education, 1997): the functional daily living skills (i.e., dressing, feeding, personal hygiene, and home maintenance) the student s ability to participate in play the development of fine motor and visual motor/visual perceptual skills the student s ability to use his/her fine motor control to manipulate and use classroom materials (e.g., ruler, glue, pencils, scissors, math manipulative) the sensory processing/integration skills and sensory functioning the need for adaptive/assistive equipment or modifications to the environment Both physical and occupational therapists may be involved in the determination of developmental levels, the development of trunk control, and midline stability. They may also be involved in the determination of appropriate modifications of the student s environment and/or adaptations to the environment to assist the student in gaining function. Both also may be involved in making recommendations for assistive, alternative, and/or adaptive equipment; then assisting the student in learning to use these devices. 5. What is the difference between the educational model therapy and the medical model therapy? Medical Model: Medically related services are generally performed to change the child s physical status. Treatment objectives are generally chosen along a predetermined development sequence or physical change sequence/rehabilitation sequence, regardless of the amount of time required to achieve the goal. Educational Model: All services, including techniques chosen, are designed to meet the student s educational goals as determined at the IEP meeting. At times adaptations/modifications and/or consulting/monitoring may be the only intervention(s) necessary. These interventions may improve the student s ability to function at school without changing the child s physical/developmental status. Improved function is of primary importance to allow the student to better perform in the classroom. The techniques and/or modifications chosen by the individual; not dictated by an outside agency. If a student is fully included in the physical education environment, treatment interventions are chosen to fit into the physical education setting. In this model, many individuals (classroom *teachers, paraprofessionals, etc.) may provide therapeutic input to the student throughout the day and across the educational environment. This would be delivered under the direction and following instruction from the school-based physical and/or occupational therapist.

15 6. What qualifications do educationally based therapists and teachers need? 12 Both physical and occupational therapists graduate from approved graduate and undergraduate programs. Physical Therapists must also qualify for a State of Texas Physical Therapy license. Occupational Therapists must initially qualify for National Certification, as well as a State of Texas Occupational Therapy license. Adapted Physical Educators must maintain their teaching license. 7. Can different districts have different criteria for motor services? Criteria are to be based on educationally related need. In the absence of clear Federal or State eligibility criteria, individual districts have developed their own specific criteria for eligibility. The district must indicate what services it is providing. In some instances consultation from a physical therapist or an occupational therapist or an adapted physical educator may assist others in providing services to a student. 8. Can a motor specialist be the only service provider? It has been determined in Texas that only a student who has been labeled as disabled can receive adapted physical education services under IDEA. Services could be provided under Section 504 of the Rehabilitation Act. 9. What is the difference between special education in IDEA and Section 504 of the Rehabilitation Act and American Disabilities Act? Special education is a program designed by an IEP committee. Students meet the state and federal guidelines to qualify for specific educational disabilities, which are, as determined through assessment, interfering with that student s ability to receive reasonable benefit from a regular education program. There is federal funding attached to IDEA to support these students obtaining specialized services. Public Law Section 504 of the Rehabilitation Act is a Civil Rights Act enacted in 1973 to ensure that all students are treated fairly and that no one is denied access to a free and appropriate education. No person with a disabling condition shall be excluded from federally funded programs or activities, solely by reasons of his/her disability, including accessibility to programs available to all persons. It is the responsibility of regular education to provide services required by Section 504. Support may be given to general education staff from the special education staff. Students who do not meet criteria for an education disability may meet the criteria for services under Section 504. There is no federal funding to districts attached to Section 504. The Americans with Disabilities Act (ADA), signed into law in 1990, prohibits discrimination in employment, public accommodations, transportation, state and local government services, and telecommunication relay services. Individuals cannot be excluded from jobs, services, activities, or benefits based on disability. The ADA expands the coverage of Section 504 into the private sector. Therefore students with disabilities should have transitional goals (on or before the age of 14) so they benefit from functional recreation and leisure activities that could be carried over into a community setting.

16 10. Does a medical diagnosis automatically qualify a student for special education services? 13 No. Students must qualify as having an educational disability the same as other students. However, the medical diagnosis may give the IEP committee more information or may assist the committee in determining the category that the student may likely qualify for an educational disability. 11. If a student recently had surgery, does he/she automatically qualify for special education services? No. The student must qualify for special education by meeting the criteria set forth in the state rules. If the student does not qualify for an educational disability he/she may be considered for services under Section If an insurance company is refusing medically based therapy, does the school have to provide it? No. But schools should be informed that many insurance companies are refusing medically - based therapy services to students who are receiving educationally - based physical and/or occupational therapies. The therapist may want to give the parent an idea of the differences between medical and educational therapies (see #6 above). 13. Are private physical or occupational therapists allowed to dictate the therapy the student receives at school? No. It is up to the IEP team to identify the student s educational needs, write and implement the educationally based goals and objectives. It is, however, the parents right to request that the school staff consider additional assessment information and to invite whomever they choose to the IEP meeting. 14. How do you know who is going to provide a service listed on an IEP? On the IEP, the name of a specific services provider is not typically written. This avoids having to reconvene the IEP committee if a service provider leaves, moves away, etc. Only the discipline(s) of the service providers is written onto the form. Parents should be told the names of the people who are expected to work with their student. Parents and students have a right to know, specifically which disciplines are going to be addressing the student s prioritized needs. 15. If a school district is offering physical education to its general students, then what is it s obligations to the special education student? If a district is providing physical education to its general education students, it must provide an opportunity for its special education students to participate in physical education or adapted physical education. 16. What if daily therapy has been requested by the parent, private provider or other individual and the therapist is in conflict with this recommendation? The standard for school-based therapy interventions are the words appropriate and reasonable benefit, not maximum benefit. The IEP team should decide the amount of therapy the student

17 14 needs to gain reasonable benefit form his/her education. In addition, the IEP team may decide that it is appropriate for the therapist to train other staff to carry out the required intervention. Many times, student objectives are incorporated into their daily schedule to allow them to become more functional in the skill; in the manner the student is following through with his/her therapy on the daily basis. 17. When do motor specialists need to be involved in an IEP meeting? The Texas rules need to be followed. A motor specialist should be involved in IEP meeting if he/she conducted an assessment and has information pertinent to the development of the IEP. Not all team members are required to physically attend the IEP meeting. Efforts should be made by professionals to attend these meetings, especially if their area of expertise is significant to the determination of the educational disability or if the student has experienced significant change since the last IEP meeting. 18. Is motor areas in extended school year (ESY) provided? It may be. This is a determination of the IEP Committee. Every child with an IEP has the right to have ESY explored as part of their IEP meeting. Extended school year (ESY) is part of student s right to an appropriate education. An appropriate education is the student s right to a program designed so that he/she may progress from step to step/level to level. Extended school year is required for students who have mastered a skill and then have lost that mastered skill in an appropriate amount of time as expected for that individual student. Documentation is required. 19. If the parent requests an OT/PT evaluation is the district required to provide it? Individual school districts handle parental requests for assessment in a variety of ways. It should be remembered that each district is responsible to seek out and find children with disabilities and ensure that they are receiving an appropriate education. If the child study team feels that the request for and OT/PT assessment is appropriate because the student is having difficulty with motor control that interferes with receiving an appropriate education, then the district child provide the assessment. 20. If a child receives therapy in one district, why doesn t he/she qualify in Denton ISD? In the absence of clear and absolute eligibility criteria, individual districts have interpreted differently the criteria for eligibility. Colorado used the Needs Model to determine a student s need for specific services, so long as a student is duly assessed and the IEP Committee considers his/her needs. The district must indicate what services it is providing and how it is proposing to meet the student s needs. In some instances consultation from a PT, OT, or APE may assist others in providing services to a student. In accordance with the Texas rules and/or district guidelines, if a student enters a district with an existing IEP, the district has an option to provide services immediately in accordance with the IEP or refer the student for a complete assessment and IEP meeting.

18 What if a school district does not have the specified motor provider listed on the IEP? If the IEP Committee determines that the student requires a specific service to meet the student s education needs and ensure that the student receives an appropriate education, then the district must find a way to provide the service. This can be done through a number of ways: consultation to district personnel from a local clinic/private service provider find other, which the school district and the parents mutually agree on, who have specific training in are area of need shared cost of provision of private services with an understanding of what the educational goals are and what the clinical goals are and the amount of time to be delivered to the student, etc. contracted services program considerations the specific program may already offer similar components which would meet the student s needs negotiation with the parents