Tate J.

Hedtke
SPED 609
Assignment #4
Standard #10
Cross Categorical Special Education/ Learning Disabilities
Middle Adolescence- Early Adulthood

Artifact Summary:
The following paper is a discussion of the available related services offered to special education
students, and how they can best be implemented by an IEP team in order to allow for the greatest
success of students with special needs.
 Students with an IEP require a whole host of additional services in order to help those

children reach their full academic and social potential, in special education law these are referred

to as related services. These are additional benefits that students can receive per the

recommendation of the IEP team. In short, related services can be any item, piece of

equipment, or product system used to improve the functional capabilities of a disabled child.

These services can vary greatly from one district to the next, and can be extremely costly. It is

the responsibility of the IEP team, and special education directors to ensure that every special

education child receives the services to which they are entitled.

One of the most basic services provided to special education students is transportation.

While transportation is provided for all students (barring distance requirements), those with

IEPs have additional rights. Specifically, students with severe medical or physical disabilities

may be allowed transport in a special van which accommodates their wheelchairs, or other needs.

Not all standard school busses are equipped with the proper equipment to service these children,

nor are all drivers properly trained: therefore special transport is provided. Also, students with

social issues or behavioral disorders may be provided transportation in order to help

accommodate their needs.

Other services provided by IDEA are for those whom are hard of hearing. These services

are provided for children that are determined to have a gross impairment of hearing without the

use of amplification devices or one which affects their speech ability. Audiology services may

not be provided in all districts as hearing impairments tend to be rare, but the state of Wisconsin

does have a resident school for the deaf in Delavan. Parents who prefer to keep their children

close to home however can be provided with sign interpreters or other means of communication
such as written notes and recorded lectures. The state also provides an outreach program to

school districts to provide them with training, funding, and additional programs.

Another overlooked service provided for students with special education is physical

therapy, and there are many reasons why a student may require it. The purpose of providing

physical therapy is to allow students to move as independently as possible in order to participate

in daily classroom activities. There are only a couple hundred physical therapists and assistants

in the state of Wisconsin, and they typically work for a CESA rather than an individual district

and serve a wide area. Physical therapy needs may range from the minor to the server, at times

students may suffer muscular disorders and they simply need to have sore joints stretched

throughout the day.

For more severe injuries and disabilities students are provided occupational therapy. The

purpose of providing occupational therapy is to help students reach daily living goals, or relearn

how to do things that may have been forgotten or lost due to traumatic brain injuries or other

incidents. Commonly these therapists work with children that have suffered from devastating

injuries and need special attention in order to be fully successful in the classroom.

Some students may have IEPs because of medical disorders that affect their academic

success. At times these students may not fall underneath the category of a specific learning

disability, speech language disorder or emotional behavioral disability. All too commonly

students are being diagnosed with ADHD, ADD, and childhood diabetes. These individuals need

nursing services provided in the schools. At the high school level even though students may be

able to administer their own medication, they still need a professional to be responsible for

taking care of them in schools. Younger children however need someone to be responsible for

their medical attention as a whole. Not every school has a full time nurse, they are often shared
between buildings within a district, and between districts in rural areas. School nurses are

included in the IEP process and help make medical based decisions regarding a students

academic achievements. If an individual needs frequent bathroom breaks or to carry bags of

candy and water bottles due to their diabetes, then the nurse will right that in the individuals IEP

for the academic benefit of the child.

Furthermore, other students have unique psychological issues that are cared for by

professionals employed by the school district. Often times, school psychologists focus their time

on evaluations of students for special education purposes. Students may also receive counseling

in times of need, these services can be provided by either the school psychologist or a guidance

counselor. School psychologists support students on an individual basis in regards to the IEP and

counseling services, but also assist the school as a whole by providing programing and

instruction that supports the health of the whole school. Psychologists also assist by

collaborating with parents in order to help promote the wellbeing of students at home.

Related services is a very wide ranging aspect of special education. The majority of

special education students will require one of the services that have been previously mentioned,

and it is not inconceivable that there will be new services offered in the future. Many regular

education teachers often find these services as distractions. Often times these teachers feel that

students spend too much time out side of the classroom involved in these activities. It is an

interesting, and unfortunate truth of special education that related services can at times create a

level of tension between regular education and special education staff, as well as between regular

and special education students.

Related services are what is in the best interest of the student, whether or not they or

other students realize it. I have had several students grumble about the fact they are in special
education, the fact they need to be pulled out for additional testing, or the fact they need to be in

an accommodated physical education class. I have also overheard regular education students

lamenting over the fact they are not the beneficiaries of additional services: such as being pulled

out for tests, having things read to them, or additional time for assignments. It is an unfortunate

truth that this tension can arise, seeing as how these services truly are the necessary components

for allowing special education students to be successful.

Citations:
1) Special Education (Subjects Reference--Related Services)
http://sped.dpi.wi.gov/sped_sbrelserv

2) What is a School Psychologist? (NASP)

http://www.nasponline.org/about_sp/whatis.aspx