Page 8: Individualized Services & Supports - IRIS Center

What is included in the IEP document?

Page 8: Individualized Services & Supports

For more information, please visit our website.

Identifying special education services that help the student achieve her annual goals is critical.

Once the IEP team has set the annual goals for the student, the subsequent step is to draft the individualized services and supports needed to attain these goals. This component encompasses special education services, relevant related services, supplementary aids, and program modifications. These supports ensure that the student:

• Makes progress towards her academic and functional annual goals
• Engages in the general education curriculum and participates in extracurricular and nonacademic activities
• Participates in these activities alongside peers with and without disabilities

Outlined below are various services described in IDEA, along with examples for Yazmina, a blind high school student.

Special Education

• Customized instruction tailored to the specific needs of a student with disabilities in areas such as academics, functional and behavioral skills, or secondary transition
• More targeted and intensive instruction than what is offered in a general education setting
• Delivered by an education professional skilled in individualizing and intensifying instruction, monitoring progress, and making data-informed decisions

Yazmina learns to read and write in braille from a teacher specialized in educating visually impaired students (TVI).

Related Services

• Support services required for the student to benefit from special education
• Can include transportation, psychological services, speech-language therapy, occupational and physical therapy, counseling, social work, and school health services
• Excludes medical services provided by a doctor or those related to surgically-implanted medical devices
• Typically provided several times a week for short durations
• Multiple related services may be provided based on the student’s needs

Yazmina receives orientation and mobility (O&M) training to navigate independently using a cane from an O&M specialist.

Supplementary Aids and Services

• Accommodations or modifications allowing the student to access educational and nonacademic school activities
• Can also include other direct services to the student (e.g., health care assistant) or training for school staff (e.g., collaborative planning time).

Yazmina benefits from various accommodations to succeed in general education, such as a larger desk, materials in braille, extended test times, and a peer guide for band activities.

Program Modifications and Supports for School Personnel

• Assistance provided to school staff to help the student achieve her goals and engage in general education settings
• Includes training on special equipment or instructional adaptations

Yazmina’s teachers are trained in her equipment use and supported by the TVI in translating materials into braille.

For further exploration on supplementary aids and services and program modifications, Jim Shriner and Tamara McLean provide insight in extended IRIS interviews.

Determining Appropriate Services and Supports

The IEP statement of services needs to be clear to ensure resources are committed effectively. The IEP team must consider what the student requires to achieve her IEP goals using the guiding questions provided below.

Type of Service

What services and supports are needed?

• Address all of the student’s annual goals, including participation in extracurricular activities
• Incorporate any combination of the four service types necessary to meet the student’s needs
• Include transition needs for students age 16 and older (or as required by state law)
• Use evidence-based practices whenever possible

Frequency

How often should services and supports be provided?

• The frequency and duration should be intensive enough to help the student reach her goals
• The schedule should be based on the student’s needs, not service availability

Duration

How much time per day/week is needed?

Person Responsible

Who will provide the services and supports?

• Professionals with adequate training and expertise should deliver services
• They must implement practices with fidelity and make data-based decisions

Environment

Where will the services and supports be provided?

• Decide placement after determining instruction, frequency, duration, and person responsible
• Strive to place the student in general education settings with necessary supports
• Consider more restrictive settings only when necessary for appropriate education
• Document reasons for any out-of-general-education placement decisions

Service Start/End Dates

When will services begin and end?

• Services should start immediately unless there are extenuating circumstances
• Include an end date within a year of the current IEP meeting, updating as necessary

Additionally, IDEA requires considering special factors such as positive behavioral interventions and supports (PBIS), language needs, braille instruction, communication needs, and assistive technology.

Endrew Implications for Determining Special Education Services

Drew's case underscores the importance of addressing all of the student’s needs and using evidence-based practices. Drew's progress at a private school with a behavioral intervention plan (BIP) highlights two key considerations for IEP teams:

1. Services should address all of the student’s needs
2. Incorporate evidence-based practices whenever possible

Legislation and Litigation

The Federal Register includes federal agency regulations and notices. In 2006, the U.S. Department of Education emphasized using methods based on peer-reviewed research where available when deciding on special education services.

Services To Address Behavior

Drew’s improved academics after addressing behavioral challenges at the private school illustrate the necessity of addressing behavior in IEPs. If a student’s behavior impedes learning, PBIS must be considered. Failing to include PBIS, schedule IEP meetings to review behavioral concerns, or implement behavioral supports may result in denying FAPE.

Services Based on Peer-Reviewed Research

Using evidence-based practices when determining services is crucial. While some practices may lack a formal evidence base, promising practices can be prioritized when evidence-based practices are not applicable. Evidence-based, promising, research-based, and emerging practices have varying levels of validation and should be understood and utilized accordingly.

For more information, visit Touch-China.

In-depth insights on the distinctions between these practices and prioritizing their use are shared in interviews with Bryan Cook, PhD.

Tip

Providing relevant school personnel with a short form specifying their IEP responsibilities and outlining confidentiality requirements can facilitate effective IEP implementation.

For more information, please visit Touch Display Module for Medical.