Related and support services are available for those students who meet special education eligibility requirements. These services may be required to assist a child with a disability to benefit from special education.
If the need for a related service is suspected, the evaluation must be planned in an ARD. Related services include transportation and such developmental, corrective, and other support services as are required to assist a child with a disability to benefit from special education.
When the ARD/IEP committee needs to determine if a student needs a specialized communication device to benefit from the special education services, the ARD/IEP committee can request an evaluation from the Assistive Technology Team. The communication device may be needed to support oral or written communication and may include instructional software.
Assistive technology as a related service is when a member of the Assistive Technology Team (A- Team) integrates objectives into existing goals/objectives and an ARD/IEP committee agrees to provide direct services by an Assistive Technology Team member.
Audiology services available in Kaufman ISD include conducting comprehensive diagnostic audiological evaluations, identifying hearing loss through the district-wide state mandated hearing screenings on each KISD campus, and making appropriate medical, educational, and community referrals for our hearing impaired students.
Kaufman ISD contracts with Mesquite ISD in audiological services. Mesquite ISD assists in program placement and recommendations for hearing impaired students as a member of the educational team. They recommend amplification devices such as personal hearing aids, providing and monitoring of FM listening systems and other assistive listening devices.
The primary purpose of In-Home/Community Training is to assist students with generalization of skills to the home and/or community settings. Initially, the Home Trainer will be primarily responsible for implementation of the generalization activities. As generalization occurs, training should shift from the trainer to the parent for maintenance of target skills/behaviors. Focus for In-Home Training is on the needs of the child.
Occupational Therapy/Physical Therapy
Educationally based occupational and/or physical therapy is provided, as a related service, to enhance the special education student's ability to adapt to and physically function within an educational environment.
The role of the occupational and/or physical therapist is to facilitate a student's functioning in the school setting. The goal of educationally relevant therapy is to minimize the effects of the student's disability on his or her ability to participate in the educational process.
The OT/PT therapist observes the student's functional skills and offers compensatory strategies to promote functional independence within the individualized educational program (IEP). In the school setting, educational objectives hold primary position while therapy objectives are considered secondary and are undertaken to support the educational objectives. Services are generally consultative in nature with implementation of the therapist's recommendations by the teacher, assistant, or parent.
OT and/or PT services will be provided in the least restrictive environment (LRE), which generally means the classroom. By providing services in the classroom the therapist offers strategies needed for the student's daily activities with active teacher/assistant involvement. These strategies may include handling techniques, classroom modifications, and/or adaptive equipment.
The purpose of parent training is to provide parents with the necessary skills and techniques to assist their child with ongoing development and maintenance of skills and behaviors. Through a variety of training opportunities, parents will receive information, strategies, techniques, and skills relative to the needs of their children. The focus of Parent Training is the needs/concerns of the parent(s) and is not objective driven.
Parent Training may be provided in a variety of ways. Parents may district wide meetings, may ask for books/articles, and may ask questions during In-Home Training. Separate Parent Training sessions scheduled in the home are intended to answer questions/needs the parent has about specific topics/issues. Examples are issues dealing with: siblings, sleeping, bathing and toileting. Parent Training sessions will generally be significantly fewer sessions than in - home training.
The primary functions of the Licensed Specialist in School Psychology (LSSP) include conducting comprehensive psychological assessments of students referred for special education services; participating in the development of IEPs; consulting with teachers and parents; and staff training in managing students with special needs and students with learning and behavioral difficulties.
Transportation for Special Education students is available for students who need this as a related service according to the ARD. In order to receive transportation as a related service, the ARD/IEP committee shall document eligibility and need. Eligibility for special transportation must be re- established at every annual ARD and each time a student changes residence or campus.