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<blockquote data-quote="buddy" data-source="post: 479496" data-attributes="member: 12886"><p>That is pure laziness.... What I do when I have a kid like that is give tests that ONLY test pragmatic language. Then you get them in. In any event, for a related service (not qualifying under S/L as a separate category) he would be eligible under his Autism Spectrum Disorders (ASD) disability area. The difference is in many areas that each goal/objective needs to be related to an IEP goal...or academic area of need.... so for instance if he his having trouble following rules of games in gym, you would address the pragmatic communication issues that need to be addressed under the following directions goal which may be in social/emotional area of the IEP. does that make sense? I am sure it is worked out technically a little differently in different places, but that is how Occupational Therapist (OT), SL and PT do it here. in my humble opinion, They are snowing you....smile</p><p></p><p></p><p>[h=2]What are related services?[/h]<span style="color: #333333"><span style="font-family: 'Arial'">In general, IDEA 2004 defines the term <em>related services</em> as "transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education...". The following are included within the definition of related services:</span></span></p><ul> <li data-xf-list-type="ul">speech-language pathology and audiology services;</li> <li data-xf-list-type="ul">psychological services;</li> <li data-xf-list-type="ul">physical and occupational therapy;</li> <li data-xf-list-type="ul">recreation, including therapeutic recreation;</li> <li data-xf-list-type="ul">early identification and assessment of disabilities in children;</li> <li data-xf-list-type="ul">counseling services, including rehabilitation counseling;</li> <li data-xf-list-type="ul">orientation and mobility services;</li> <li data-xf-list-type="ul">medical services for diagnostic or evaluation purposes;</li> <li data-xf-list-type="ul">school health services;</li> <li data-xf-list-type="ul">social work services in schools;</li> <li data-xf-list-type="ul">transportation.</li> </ul><p>[h=2]Who is eligible for related services?[/h]<span style="color: #333333"><span style="font-family: 'Arial'">A student must need special education to be considered eligible for related services (unless the related service needed by the child is considered special education rather than a related service under State standards). A child must have a full and individual evaluation to determine:</span></span></p><ul> <li data-xf-list-type="ul">if he or she has a disability as defined under IDEA, and</li> <li data-xf-list-type="ul">if, because of that disability, he or she needs special education and related services.</li> </ul><p><span style="color: #333333"><span style="font-family: 'Arial'">For the purposes of this publication on related services, however, it is useful to know that the law requires that a child be assessed in all areas related to his or her suspected disability. This includes, if appropriate, evaluating the child's:</span></span></p><ul> <li data-xf-list-type="ul">health,</li> <li data-xf-list-type="ul">vision,</li> <li data-xf-list-type="ul">hearing,</li> <li data-xf-list-type="ul">social and emotional status,</li> <li data-xf-list-type="ul">general intelligence,</li> <li data-xf-list-type="ul">academic performance,</li> <li data-xf-list-type="ul">communicative status, and</li> <li data-xf-list-type="ul">motor abilities.</li> </ul><p><span style="color: #333333"><span style="font-family: 'Arial'">A variety of assessment tools and strategies must be used to gather relevant functional and developmental information about the child. The evaluation must be sufficiently comprehensive so as to identify all of the child's special education and related services needs, whether or not those needs are commonly linked to the disability category in which he or she has been classified.</span></span></p><p><span style="color: #333333"><span style="font-family: 'Arial'">If the evaluation shows that the child does, indeed, have a disability and that, because of that disability, he or she needs special education and related services, then he or she meets the criteria for special education and related services.</span></span></p><p>[h=2]How do people know what related services a child needs?[/h]<span style="color: #333333"><span style="font-family: 'Arial'">The evaluation process is intended to provide decision makers with the information they need to determine: (a) if the student has a disability and needs special education and related services, and, if so, (b) an appropriate educational program for the student. It also allows them to identify the related services a student will need.</span></span></p><p><span style="color: #333333"><span style="font-family: 'Arial'">Following the child's evaluation and the determination that he or she is eligible for special education and related services, a team of individuals called the IEP team---which includes the parents and, where appropriate, the student---sits down and writes an Individualized Education Program (IEP) for the student. The IEP team looks carefully at the evaluation results, which show the child's areas of strength and need. The team decides what measurable annual goals (including benchmarks or short-term objectives), among other things, are appropriate for the child. Part of developing the IEP also includes specifying "the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided" for the child:</span></span></p><ul> <li data-xf-list-type="ul">to advance appropriately toward attaining the annual goals,</li> <li data-xf-list-type="ul">to be involved and progress in the general curriculum (that is, the curriculum used by nondisabled students),</li> <li data-xf-list-type="ul">to participate in extracurricular and other nonacademic activities, and</li> <li data-xf-list-type="ul">to be educated and participate with other children with disabilities and nondisabled children. [Section 300.347(a)(3)]</li> </ul><p><span style="color: #333333"><span style="font-family: 'Arial'">Thus, based on the evaluation results, the IEP team discusses, decides upon, and specifies the related services that a child needs in order to benefit from special education. Making decisions about how often a related service will be provided, and where and by whom is also a function of the IEP team.</span></span></p><p><span style="color: #333333"><span style="font-family: 'Arial'">It is important to recognize that each child with a disability may not require all of the available types of related services.</span></span></p><p><span style="color: #333333"><span style="font-family: 'Arial'">If a child with a disability has an identified need for related services, the public agency responsible for the child's education should ensure that a qualified provider of that service either:</span></span></p><ul> <li data-xf-list-type="ul">attends the IEP meeting, or</li> <li data-xf-list-type="ul">provides a written recommendation concerning the nature, frequency, and amount of service to be provided to the child.</li> </ul><p><span style="color: #333333"><span style="font-family: 'Arial'">Once the IEP team has determined which related services are required to assist the student to benefit from his or her special education, these must be listed in the IEP. The IEP also must include a statement of measurable annual goals (including benchmarks or short-term objectives) related to:</span></span></p><ul> <li data-xf-list-type="ul">meeting the child's needs that result from his or her disability to enable the child to be involved in and progress in the general curriculum (or for preschool children, as appropriate, to participate in appropriate activities), and</li> <li data-xf-list-type="ul">meeting each of the child's other educational needs that result from the disability.</li> </ul><p><span style="color: #333333"><span style="font-family: 'Arial'">In addition to this key information, the IEP must also specify with respect to each service:</span></span></p><ul> <li data-xf-list-type="ul">when the service will begin; and</li> <li data-xf-list-type="ul">the anticipated frequency (how often), location (where), and duration (how long) of the service.</li> </ul><p><span style="color: #333333"><span style="font-family: 'Arial'">The IEP is a written commitment for the delivery of services to meet a student's educational needs. A school district must ensure that all of the related services specified in the IEP, including the amount, are provided to a student.</span></span></p><p><span style="color: #333333"><span style="font-family: 'Arial'">Changes in the amount of services listed in the IEP cannot be made without holding another IEP meeting. However, if there is no change in the overall amount of service, some adjustments in the scheduling of services may be possible without the necessity of another IEP meeting.</span></span></p><p><span style="color: #333333"><span style="font-family: 'Arial'"></span></span></p><p><span style="color: #333333"><span style="font-family: 'Arial'">so two ways of getting speech language services: 1. to qualify for s/l as a special education category on the IEP or 2. as a related service under a different disability area, the team decides based on the assessment information (like your info that shows pragmatic lang. problems) and any other supporting data showing social communication problems. Could just relate in Speech Language Pathologist (SLP) consulting or doing a team teaching approach like in a social skills group with the psychologist or sw or sp. ed teacher, etc....</span></span></p><p><span style="color: #333333"><span style="font-family: 'Arial'"></span></span></p><p><span style="color: #333333"><span style="font-family: 'Arial'"></span></span></p><p><span style="color: #333333"><span style="font-family: 'Arial'"></span></span></p></blockquote><p></p>
[QUOTE="buddy, post: 479496, member: 12886"] That is pure laziness.... What I do when I have a kid like that is give tests that ONLY test pragmatic language. Then you get them in. In any event, for a related service (not qualifying under S/L as a separate category) he would be eligible under his Autism Spectrum Disorders (ASD) disability area. The difference is in many areas that each goal/objective needs to be related to an IEP goal...or academic area of need.... so for instance if he his having trouble following rules of games in gym, you would address the pragmatic communication issues that need to be addressed under the following directions goal which may be in social/emotional area of the IEP. does that make sense? I am sure it is worked out technically a little differently in different places, but that is how Occupational Therapist (OT), SL and PT do it here. in my humble opinion, They are snowing you....smile [h=2]What are related services?[/h][COLOR=#333333][FONT=Arial]In general, IDEA 2004 defines the term [I]related services[/I] as "transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education...". The following are included within the definition of related services:[/FONT][/COLOR] [LIST] [*]speech-language pathology and audiology services; [*]psychological services; [*]physical and occupational therapy; [*]recreation, including therapeutic recreation; [*]early identification and assessment of disabilities in children; [*]counseling services, including rehabilitation counseling; [*]orientation and mobility services; [*]medical services for diagnostic or evaluation purposes; [*]school health services; [*]social work services in schools; [*]transportation. [/LIST][h=2]Who is eligible for related services?[/h][COLOR=#333333][FONT=Arial]A student must need special education to be considered eligible for related services (unless the related service needed by the child is considered special education rather than a related service under State standards). A child must have a full and individual evaluation to determine:[/FONT][/COLOR] [LIST] [*]if he or she has a disability as defined under IDEA, and [*]if, because of that disability, he or she needs special education and related services. [/LIST][COLOR=#333333][FONT=Arial]For the purposes of this publication on related services, however, it is useful to know that the law requires that a child be assessed in all areas related to his or her suspected disability. This includes, if appropriate, evaluating the child's:[/FONT][/COLOR] [LIST] [*]health, [*]vision, [*]hearing, [*]social and emotional status, [*]general intelligence, [*]academic performance, [*]communicative status, and [*]motor abilities. [/LIST][COLOR=#333333][FONT=Arial]A variety of assessment tools and strategies must be used to gather relevant functional and developmental information about the child. The evaluation must be sufficiently comprehensive so as to identify all of the child's special education and related services needs, whether or not those needs are commonly linked to the disability category in which he or she has been classified.[/FONT][/COLOR] [COLOR=#333333][FONT=Arial]If the evaluation shows that the child does, indeed, have a disability and that, because of that disability, he or she needs special education and related services, then he or she meets the criteria for special education and related services.[/FONT][/COLOR] [h=2]How do people know what related services a child needs?[/h][COLOR=#333333][FONT=Arial]The evaluation process is intended to provide decision makers with the information they need to determine: (a) if the student has a disability and needs special education and related services, and, if so, (b) an appropriate educational program for the student. It also allows them to identify the related services a student will need.[/FONT][/COLOR] [COLOR=#333333][FONT=Arial]Following the child's evaluation and the determination that he or she is eligible for special education and related services, a team of individuals called the IEP team---which includes the parents and, where appropriate, the student---sits down and writes an Individualized Education Program (IEP) for the student. The IEP team looks carefully at the evaluation results, which show the child's areas of strength and need. The team decides what measurable annual goals (including benchmarks or short-term objectives), among other things, are appropriate for the child. Part of developing the IEP also includes specifying "the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided" for the child:[/FONT][/COLOR] [LIST] [*]to advance appropriately toward attaining the annual goals, [*]to be involved and progress in the general curriculum (that is, the curriculum used by nondisabled students), [*]to participate in extracurricular and other nonacademic activities, and [*]to be educated and participate with other children with disabilities and nondisabled children. [Section 300.347(a)(3)] [/LIST][COLOR=#333333][FONT=Arial]Thus, based on the evaluation results, the IEP team discusses, decides upon, and specifies the related services that a child needs in order to benefit from special education. Making decisions about how often a related service will be provided, and where and by whom is also a function of the IEP team.[/FONT][/COLOR] [COLOR=#333333][FONT=Arial]It is important to recognize that each child with a disability may not require all of the available types of related services.[/FONT][/COLOR] [COLOR=#333333][FONT=Arial]If a child with a disability has an identified need for related services, the public agency responsible for the child's education should ensure that a qualified provider of that service either:[/FONT][/COLOR] [LIST] [*]attends the IEP meeting, or [*]provides a written recommendation concerning the nature, frequency, and amount of service to be provided to the child. [/LIST][COLOR=#333333][FONT=Arial]Once the IEP team has determined which related services are required to assist the student to benefit from his or her special education, these must be listed in the IEP. The IEP also must include a statement of measurable annual goals (including benchmarks or short-term objectives) related to:[/FONT][/COLOR] [LIST] [*]meeting the child's needs that result from his or her disability to enable the child to be involved in and progress in the general curriculum (or for preschool children, as appropriate, to participate in appropriate activities), and [*]meeting each of the child's other educational needs that result from the disability. [/LIST][COLOR=#333333][FONT=Arial]In addition to this key information, the IEP must also specify with respect to each service:[/FONT][/COLOR] [LIST] [*]when the service will begin; and [*]the anticipated frequency (how often), location (where), and duration (how long) of the service. [/LIST][COLOR=#333333][FONT=Arial]The IEP is a written commitment for the delivery of services to meet a student's educational needs. A school district must ensure that all of the related services specified in the IEP, including the amount, are provided to a student.[/FONT][/COLOR] [COLOR=#333333][FONT=Arial]Changes in the amount of services listed in the IEP cannot be made without holding another IEP meeting. However, if there is no change in the overall amount of service, some adjustments in the scheduling of services may be possible without the necessity of another IEP meeting. so two ways of getting speech language services: 1. to qualify for s/l as a special education category on the IEP or 2. as a related service under a different disability area, the team decides based on the assessment information (like your info that shows pragmatic lang. problems) and any other supporting data showing social communication problems. Could just relate in Speech Language Pathologist (SLP) consulting or doing a team teaching approach like in a social skills group with the psychologist or sw or sp. ed teacher, etc.... [/FONT][/COLOR] [/QUOTE]
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