Table Of Content

DOCUMENT RESUME EC 307 575 ED 436 902 Dennis, Ruth E., Ed.; Edelman, Susan W., Ed.; Giangreco, AUTHOR Michael F., Ed.; Rubin, Ron, Ed.; Thorns, Peter W., Ed. Related Services for Vermont's Students with Disabilities. TITLE Vermont State Dept. of Education, Montpelier.; Vermont INSTITUTION Univ., Burlington. Univ. Affiliated Program of Vermont. 1999-00-00 PUB DATE 101p.; Cooperative Developers were The Related Services NOTE Workgroup, The Vermont Department of Education Family and Educational Support Team and the Center on Disability and Community Inclusion, The University Affiliated Program of Vermont, and University of Vermont. The Vermont Department of Education, Family and Educational AVAILABLE FROM Support Team, 120 State Street, Montpelier, VT 05620-2501. Tel: 802-828-3130; Web site: <http://www.uvm.eduruapvt/rsrp/relatedservices.html>. Descriptive (141) Reports PUB TYPE MF01/PC05 Plus Postage. EDRS PRICE Assistive Devices (for Disabled); Delivery Systems; DESCRIPTORS *Disabilities; Elementary Secondary Education; *Eligibility; Federal Legislation; *Financial Support; Occupational Therapists; Physical Therapists; *Pupil Personnel Services; Rehabilitation Counseling; School Psychologists; Social Workers; Special Education; Speech Language Pathology; *Staff Role; State Regulation; Teamwork Individuals with Disabilities Education Act; *Related IDENTIFIERS Services; *Vermont ABSTRACT This manual offers information regarding provision of related services to Vermont students with disabilities that is consistent with the Individuals with Disabilities Education Act and with Vermont law and regulations. It also describes promising or exemplary practices in education, special education, and related services. Section 1, "Legislative Context for and Approaches to Providing Related Services," discusses state and federal definitions of related services, related services and Vermont's special education process, modes of service delivery, and collaborative teamwork. "Vermont's Guidelines for Related Services," addresses access to Section 2, knowledge and information, roles of related service providers in determining eligibility for special education, determination of related services, and "Funding for Related Services," evaluation of related services. Section 3, discusses local education agency responsibility and potential sources of funding for related services. Section 4, "Frequently Asked Questions about Related Services," addresses key concerns surrounding related services. Section 5, "Information about Related Service Disciplines," provides a basic description of twelve related services in order to acquaint providers with various disciplines that may be required to support a students' special education program. The manual includes a voluntary registry of related service providers. (Contains 126 references.) (CR) Reproductions supplied by EDRS are the best that can be made from the original document. RELATED SERVICES VERMONT'S FOR STUDENTS WITH DISABILITIES U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDU IONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization The Related Services Workgroup originating it. Minor changes have been made to (A Grassroots Group of Vermonters) improve reproduction quality. Points of view or opinions stated in this o document do not necessarily represent The Vermont Department of Education official OERI position or policy. Family and Educational Support Team PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS Center on Disability and Community Inclusion BEEN GRANTED BY The University Affiliated Program of Vermont University of Vermont TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 EDITORS: Ruth E. Dennis, Ed.D., OTR Susan W. Edelman, Ed.D., PT Michael F. Giangreco, Ph.D Ron Rubin, B.A. 1999 Peter W. Thorns, j. D. BEST COPY AVAILABLE 2 For further information contact: Vermont Department of Education Family and Educational Support Team 120 State Street Montpelier, Vermont 05620-2501 (802) 828-3130 (802) 828-3140 (fax) Website: www.state.vt.us/educ or Center on Disability and Community Inclusion The University Affiliated Program of Vermont University of Vermont 5 Burlington Square, Ste 450 Burlington, VT 05401-4439 Website: www.uvm.edu/uapvt/rsrp/relatedservices.html- Design and Layout by Michaella Collins 3 Vermont State Board of Education Diane Wolk, Chair Anne Rider, Vice Chair Diane Mueller Frank McDougall Carol Ode Al Voegele Rebecca Cassidy The Vermont Department of Education is committed to ensuring that all of its programs and facilities are accessible to all members of the public and that all activities and programs are non-discrimina- tory in design, application and performance. The Department of Education does not discriminate on the basis of race, creed, color, national origin, gender, age, disability or sexual orientation. 4 Foreword The document you hold in your hands is an outstanding example of a strong Vermont tradition: committed, competent people productively en- gaged in a common enterprise of genuine value and promise. Related Services for Vermont's Student's with Disabilities, nearly two years in the making, is being published at an important time. Special education, which serves over 11,000 students in Vermont, is a complex, significant en- deavor. At both state and local levels, it faces important educational and financial challenges, within the context of federal and state mandates to pro- vide free, appropriate public education. I have been deeply impressed by the initiative, creativity, persistence, and hard work of the Related Services Working Group (RSWG), a voluntary, grassroots organization, in the preparation of this manual. A small group of individuals met to talk over several related services issues in April 1997. This initial conversation soon led to a regional meeting of 25 people with common concerns and interests. Over the next year and a half, a statewide effort devel- oped involving close to 200 people representing the full range of concerns and needs relevant to this importantthough not always well understood dimension of education. The RSWG used an effective, inclusionary process (reflecting Vermont's educational policy and philosophy) in developing the manual. The breadth of the process is seen from a list of those involved: parents of students with disabilities, special educators and administrators, advocates -and self-advocates, related services providers, staff from a variety of education and social services agencies, and members of the Department of Education's Family and Educational Support Team. The RSWG received significant assistance from the Vermont Council on Disability Rights in disseminating word of the project and in gathering valuable information for the manual. The Center on Disability and Community Inclusion, the University Affiliated Program of Vermont, also was instrumental to the project's success. "Related services," though not necessarily familiar to many, are indispensable to the delivery of appropriate special education services for some students. Used well, they can help meet the complex needs of students in comprehensive, effective, and fiscally responsible ways. For example, high quality speech/language pathology services can make a significant difference in the acquisition of essential language development skills, complementing the efforts of classroom teachers. If such supports are not available and accessible, students, families, and schools and their communitiesare not well served. Related Services for Vermont's Student's with Disabilities, an essential resource, is designed to encourage and inform conversations leading to effective actions sup- porting the education of all Vermont students. I recommend it to you. Marc Hull Commissioner of Education Contributors Stephanie Bissonette, M.Ed. Certified Orientation and Mobility Specialist Vermont Association for the Blind and Visually Impaired Lynne M. Cleveland Director Vermont Assistive Technology Project Jules Cote, M.Ed. Executive Director Vermont Association for the Blind and Visually Impaired Bryan Dague, M.S., Rehabilitation Counselor Center on Disability and Community Inclusion University Affiliated Program of Vermont University of Vermont Ruth Dennis, Ed.D., OTR Center on Disability and Community Inclusion University Affiliated Program of Vermont University of Vermont Susan Edelman, Ed.D., PT Center on Disability and Community Inclusion University Affiliated Program of Vermont University of Vermont Anne Geroski, Ed.D. Department of Integrated Professional Studies Graduate Counseling Program University of Vermont Michael F. Giangreco, Ph.D. Center on Disability and Community Inclusion University Affiliated Program of Vermont University of Vermont Betsy Strolle Gossens, PT Physical Therapist Addison County Home Health Care Association Martha Houghton, M.Ed., CCC-A Audiologist Department of Communication Sciences University of Vermont Chris Knippenberg, OTR Occupational Therapist Hartford School District Maureen Mitchell Parent-to-Parent of Vermont Patricia Pre lock, Ph.D., SLP-CCC Department of Communication Sciences University of Vermont Richard Reid, C.A.S. School Psychologist Lamoille South Supervisory Union Paige Russell, M.Ed. Regional Consultant for Deaf and Hard of Hearing Students Vermont Center for the Deaf and Hard of Hearing Students Peter W. Thorns, J.D. Editor, Vermont, Department of Education Peggy A. Weaver, MSW Department of Social Work University of Vermont Ann Wright, PT Physical Therapist Franklin County Home Health Care Acknowledgments Thanks are extended to the following individuals who provided valuable feedback during the development of the manual. Chrissy Bales (Castleton, VT) Pam Barnard (Physical Therapist, Waitsfield, VT) Jo Ann Canning (Milton Town School District) Susan Cano (Department of Education) Phoebe Chetsna, OTR (Occupational Therapist, Brandon, VT) Chigee Cloninger, Ph.D. (Vermont I-Team) Steve Contompasis, M.D. (Child Development Clinic) Pam Cummings, PT (Associates in Physical and Occupational Therapy) Connie Curtin (Vermont Parent Information Network) Barb Davide (Essex Junction, VT) Betsy Devaney (Vermont Parent Information Network) Bob DiFerdinando (South Burlington School District) Nancy DiVenere (Parent-to-Parent of Vermont) Judy Dixon (Disability Law Project) Karen Downey (Occupational Therapist, Burlington, VT) Paul Fassler, J.D. (Vermont Department of Education) Peggy Gallant, OTR (Associates in Physical and Occupational Therapy) Carol Hassler, M.D. (Director, Children with Special Health Needs Clinic) Kim Hewitt (Bristol, VT) Liz Jordan-Shook (Williston, VT) Eileen Kelly, Ph.D. (Center on Disability and Community Inclusion/UAP of Vermont, University of Vermont) Deborah Lisi-Baker (Lisi Consulting Services) Ellie McGarry (Rutland City School District) Charlene Mongeon, PT (Associates in Physical and Occupational Therapy) Debbie O'Rourke, PT (University of Vermont, Department of Physical Therapy) Liz Robitaille (Physical Therapist, South Burlington, VT) Anita Rogers (Department of Education) David Shepard (Vermont Council for Families with Children with Significant Disabilities) Joan Stasulis (Department of Education) Danielle Stinchfield (Essex Junction, VT) Beth Wimett (Brandon, VT) Paul Woodruff, PT (Associates in Physical and Occupational Therapy) Lauren Yandell (Parent-to-Parent of Vermont) Introduction For the past twenty-five years, federal law has provided for the "... free, appropriate public education in the least restrictive environment" for children with disabilities. The 1997 Amendments to the Individuals with Disabilities Educa- tion Act (IDEA), and concurrent reform movements in general and special education in Vermont, have raised important questions about how best to educate all students. IDEA requires that special education, defined as specially-designed instruction and educationally necessary related services, be provided at no cost to families for students who meet eligibility requirements. See 20 U.S.C. § 1401 (8), (22), and (25). Related services have always been an important and, at times, a controversial part of special education. Historically, those involved in planning and providing special education services have had a variety of perspectives about the nature of related services and their impact on educational outcomes for students with disabilities. Guidelines and other publications addressing specific related services are available from national and state professional organizations. They reflect the unique viewpoints of individual groups. Often; however, they do not refer to each other, to the educational context, and to broader educational reforms, in- cluding standards-based instruction and assessment, and coordination of services in the least restrictive environment. Vermont is in a unique position nation- ally because 87% of its students with disabilities are in regular education classes with individually-determined supports. It is timely and necessary, therefore, that Vermont parents, educators, service providers, administrators and policy makers develop a framework for responsible planning and appropriate selection, provision, and evaluation of related services that support significant educational outcomes for students. The purpose of Related Services for Vermont's Students with Disabilities is to offer information regarding related services that is consistent with IDEA and with Ver- mont Law and regulations. It also describes promising or exemplary practices in education, special education, and related services. The manual's content applies to all related services disciplines which serve students with disabilities, ages 3 through 21, who have an Individualized Education Program (IEP). 1 0