Service Delivery

Service delivery includes special education and related services and participation in general (regular and vocational) education.

Special Education and Related Services

List all special education services required by the student and all related services required by the student to benefit from the student's special education program. The determination of the special education and related services is based upon the student's IEP goals and objectives that correlate to the student's present level of educational performance.

Direct Special Education Services: Direct services are specialized instructional services provided directly to the student. Instruction may be provided in the general education classroom, the special education classroom, community or other appropriate settings.

Indirect Special Education Services: Indirect services include consultation services, in which the special education educator is not responsible for direct instruction, but rather consults with the general education teacher(s) and other service providers (e.g., school psychologist, vocational counselor, guidance counselor) to assist them in developing programs appropriate for the student. The special educator may meet with the student for monitoring purposes. The general education teacher(s) of all mainstreamed students should be provided consultation services as needed.

Related Services: Related services means transportation, and such developmental, corrective and other supportive services (including speech pathology and audiology, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, counseling services, including rehabilitation counseling, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education.

Transition Services: The IEP for students beginning no later than the age of sixteen (16) and annually thereafter (and at a younger age, if determined appropriate) must contain a statement of needed transitional services. This includes when appropriate, a statement of the interagency responsibilities or linkages (or both) before the student leaves the school setting.

Transition services are a coordinated set of activities for a student designed with an outcomeoriented process, which promotes movement from school to postschool activities, including:

• postsecondary education,
• vocational training,
• integrated employment (including supported employment),
• continuing and adult education,
• adult services,
• independent living, and
• community participation.

The coordinated set of activities shall be based on the individual student's needs, taking into account the student's preferences and interests, and shall include:

• development of employment and other postschool adult living objectives,
• instruction,
• community experiences, and, when appropriate,
• acquisition of daily living skills and functional vocational evaluation.

NOTE: All IEPs of students age 16 and older must address needed transition services in:

• the development of employment objectives
• the development of adult living objectives
• specialized instruction in transition areas
• community experiences to meet transition goals

For each of these areas, if no transition services are needed at the time of the annual IEP, then the IEP committee must document why services are not needed.

Some students will require transition services in the areas of acquiring daily living skills and functional vocational evaluation. The inclusion of these areas on the IEP is left to the discretion of the IEP committee.

P.L 101476, Individuals with Disabilities Ed Cation Act, formerly P.L. 94142, Education of the Handicapped Act.& Alive Technology Services

Assistive Technology Services: Assistive technology services means Many service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology devises. This includes:

• the evaluation of the needs of an individual with a disability, including a functional evaluation of the individual in theindividual's customary environment;
• purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by individuals with disabilities;
• selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices;
• coordinating and using other therapies, interventions, or services with assistive technology, such as those associated with existing education and rehabilitation plans and programs;
• training or technical assistance for an individual with disabilities, or where appropriate, the family of an individual with disabilities; and
• training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide service to, employ or are otherwise substantially involved in the major life functions of individuals with disabilities.

Assistive technology devices or services shall be made available to students with disabilities either as supplementary aids and services that enable the student with a disability to be educated in the general (regular and vocational) education classes or as special education, related services.

P.L 101476, Individuals with Disabilities Education Act, formerly P.L. 94142, X,dlzmtieen of the ndzeap,oed Act.

Time Frame and Personnel

For each of the services required by the student, one must include the following based upon the student's needs:

• Hours/Day: State the total number of minutes and/or hours per day for each service that is provided for the student.
• Times/Week: State the total number of times per week that each service is provided for the student.
• Dates of Vitiation and Duration: Enter the month/day/year that you expect the service to begin and the expected month/day/year that you anticipate the service will end.