Maryland Statewide Individualized Education Program (IEP) Process Guide July 2014  

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Related Services

Service Nature

Developmental, corrective and other supportive services that the student’s IEP team identifies that the student requires to assist him or her to benefit from special education.

 

NOTE:
Federal and State regulations [34 C.F.R. §300.34(c)(16); COMAR 13A.05.01.03B(81)] define transportation as a service which includes:

a) Travel to and from school and between schools;
b) Travel in and around school buildings; and
c) Specialized equipment, such as special or adapted buses, lifts, and ramps, if required to provide special transportation for a student with a disability.
 

Each student’s IEP team, which includes the child's parent along with local school personnel, determines the services that are needed for an individual student to receive FAPE. Each student’s IEP team determines the student’s need for specialized transportation and is required to reflect that need on the student’s IEP. Specialized transportation must be provided in accordance with the IEP at public expense and at no cost to the parents. Nothing in IDEA requires the provision of a service to a student unless the student’s IEP team has determined that the service is required in order for the student to benefit from special education and has included that service in the student’s IEP.

 

Audiological Services
 

Identification of students with hearing loss; determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing; provision of habilitative activities, such as language habilitation, auditory training, speech reading, hearing evaluation, and speech conservation; creation and administration of programs for prevention of hearing loss; counseling and guidance of students, parents, and teachers regarding hearing loss; and determination of the student’s need for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of amplification.

 

Psychological Services

Administering/interpreting psychological and educational tests, and other assessment procedures; obtaining/interpreting information about student behavior and conditions relating to learning; consulting with other staff members in planning school programs to meet the special needs of students as indicated by psychological assessments, interviews, and behavioral evaluations, and psychological counseling for students and parents.

 

Occupational Therapy

Services provided by a qualified occupational therapist. The service may include: improving, developing or restoring functions impaired or lost through illness, injury, or deprivation; improving ability to perform tasks for independent functioning if functions are impaired or lost; and preventing, through early intervention, initial or further impairment or loss of function.

 

Physical Therapy

Services provided by a qualified physical therapist.

 

Recreation

Assessment of leisure function, therapeutic recreation services, recreation programs in schools and community agencies, and leisure education.

 

Early Identification & Assessment

The implementation of a formal plan for identifying the educational needs and the disability of a student under the age of five.

 

Counseling Services

Services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel.

 

School Health Services

Services provided by a qualified school nurse or other qualified person.

 

Social Work Services

Preparing a social or developmental history on a disabled student; group and individual counseling with the student and family; working with these problems in a student’s living situation that affect the student’s adjustment in school; and mobilizing school and community resources to enable the student to receive maximum benefit from his or her educational program.

 

Parent Counseling and Training

Assisting parents in understanding the special needs of their student, providing parents with information about student development, and helping parents to acquire the necessary skills that will allow them to support the implementation of their student’s IEP.

 

Rehabilitative Counseling

Evaluation for and provision of counseling for adjustment/evaluation for potential jobs.

 

Orientation & Mobility Training Services

Services provided to blind or visually impaired students by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community; and includes teaching the students the following, as appropriate: spatial and environmental concepts and use of information received by the senses (such as sound, temperature and vibrations) to establish, maintain, or regain orientation and line of travel (e.g., using sound at a traffic light to cross the street); to use the long cane to supplement visual travel skills or as a tool for safely negotiating the environment for students with no available travel vision; to understand and use remaining vision and distance low vision aids; and other concepts, techniques, and tools.

 

Assistive Technology Services

Any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device. This includes:

  • The evaluation of the needs of a student with disabilities, including a functional evaluation of the student in the student’s customary environment;
  • Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by students with disabilities;
  • Selecting, designing, fitting, customizing, adapting, applying,
  • Maintaining, repairing, or replacing assistive technology devices;
  • Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
  • Training or technical assistance for a student with disabilities, or, where appropriate, the student’s family; and
  • Training or technical assistance for professionals (including individuals providing education and rehabilitation services),
  • Employers or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of a student with disabilities.

Medical Services (Diagnostic and Evaluation)

Services provided by a licensed physician to determine a student’s medically related disability, which results in the student’s need for special education and related services.

 

Other Therapies

Art/Drama/Dance Therapy or a service provided as a related service not listed, indicate the name of the service in this field.

 

Interpreting Services
When used with respect to students who are deaf or hard of hearing. Interpreting services include: Oral transliteration services, cued language transliteration services, sign language transliteration and interpreting services, and transcription services, such as communication access real-time translation (CART), C-Print, and TypeWell; and special interpreting services for students who are deaf-blind.

 

Speech/Language Therapy
Instruction in speech and language skills provided by a speech/language therapist as a related service in order for the student to benefit from special education.

 

Nursing Services

Services provided by a qualified nurse or other qualified person.

 

Transportation

The only data fields to be included for this particular service are, “Service Nature”, “Begin Date”, and “End Date”.

Location

Indicate the location of service as either:

  • General Education
  • Outside General Education*

*NOTE: Each time the IEP team identifies a service as requiring the provision of services outside of a general education setting, the IEP team is required to explain WHY that service CANNOT be provided in general education with the use of supplementary aids, services, program modifications, and supports.
 

Service Description

Number of Sessions
Indicate the number of times within a week the student will receive the service. This field is required for all related services. If the student requires a specific number of sessions not listed, select other. The option of “Other” includes a text filed to specify the number of sessions.

 

Length of Time
Describe how often the service is to occur in terms of:

• Hours
• Minutes

 

Frequency
Describes how often the service is to occur in terms of:

  • Weekly
  • Daily
  • Monthly
  • Yearly
  • Only Once
  • Quarterly
  • Semi-Annually

The frequency and duration indicated as appropriate within the IEP must be tailored to address the unique needs that affect the student’s ability to make progress in the general curriculum. Factors such as “administrative convenience “ or specific staffing issues are not acceptable reasons for utilizing frequencies such as 20 times yearly or 20 times only. A more accurate description of the frequency of a service should be utilized to provide families and service providers a clear understanding of the frequency of service.

See Appendix H Technical Assistance Bulletin 21 Documentation of Delivery of Related Services for guidance relative to frequency and duration.

Begin Date

The month, day and year this service will begin. This date must be equal to or after the IEP team meeting date.
 

End Date

The month, day, and year the service ends.

 

Duration
Indicate the total number of weeks of service.

The frequency and duration indicated as appropriate within the IEP must be tailored to address the unique needs that affect the student’s ability to make progress in the general curriculum. Factors such as “administrative convenience “ or specific staffing issues are not acceptable reasons for utilizing frequencies such as 20 times yearly or 20 times only. A more accurate description of the frequency of a service should be utilized to provide families and service providers a clear understanding of the frequency of service.

See Appendix H Technical Assistance Bulletin 21 Documentation of Delivery of Related Services for guidance relative to frequency and duration.

Providers

Primary

Indicate the provider/agency with the primary responsibility for the delivery, documentation and accountability for the provision of the service to the student with a disability.

 

Other

If more than one provider/agency is responsible for the provision of the service, identify the other provider/agency responsible for delivery, documentation, and accountability for the provision of the service to the student with a disability.
 

Summary of Service

The total time of each service calculated in terms of total number of hours and minutes described in terms of:

  • Weekly
  • Monthly; or
  • Yearly, and
  • Hours and Minutes
     

ESY Service Nature

Describe the special education service(s) the student is to receive, as appropriate. Complete all available fields as stated previously for service description.
 

Discussion of Service(s) Delivery Including Description of Transportation Services, if Provided

Available text field to describe the IEP team’s discussion relative to the nature of service delivery for each or any of the services to ensure service providers and parent understand the unique nature of the service(s).