SUPPLEMENTARY AIDS AND SERVICES
Once the IEP is written, the team has to decide how to put it into action. The school district is obligated to provide a free appropriate public education (FAPE) in the least restrictive environment (LRE). So the IEP team considers the way — to the maximum extent appropriate for both — to educate your child alongside kids without a disability. Special education is a set of services, rather than a specific place for your child to go. The services your child needs to reach the goals and objectives and how they'll be delivered are identified. For most kids, the general education classroom will be the preferred setting, but a range of options is available, including special day classes. In addition to the above, the following are part of the IEP: (Baumel, 2010)
Supplementary aids and services can also include:
Once the IEP is written, the team has to decide how to put it into action. The school district is obligated to provide a free appropriate public education (FAPE) in the least restrictive environment (LRE). So the IEP team considers the way — to the maximum extent appropriate for both — to educate your child alongside kids without a disability. Special education is a set of services, rather than a specific place for your child to go. The services your child needs to reach the goals and objectives and how they'll be delivered are identified. For most kids, the general education classroom will be the preferred setting, but a range of options is available, including special day classes. In addition to the above, the following are part of the IEP: (Baumel, 2010)
- The extent, if any, to which your child will not participate with nondisabled kids in the regular class and other school activities
- When services will begin, where and how often they'll be provided, and how long they'll last
- Necessary transition services (age 16 or the first IEP that will be in effect when the child turns 16)
Supplementary aids and services can also include:
- Supports to address environmental needs (e.g., preferential seating; planned seating on the bus, in the classroom, at lunch, in the auditorium, and in other locations; altered physical room arrangement)
- Levels of staff support needed (e.g., consultation, stop-in support, classroom companion, one-on-one assistance; type of personnel support: behavior specialist, health care assistant, instructional support assistant)
- Planning time for collaboration needed by staff
- Child’s specialized equipment needs (e.g., wheelchair, computer, software, voice synthesizer, augmentative communication device, utensils/cups/plates, restroom equipment)
- Pacing of instruction needed (e.g., breaks, more time, home set of materials)
- Presentation of subject matter needed (e.g., taped lectures, sign language, primary language, paired reading and writing)
- Materials needed (e.g., scanned tests and notes into computer, shared note-taking, large print or Braille, assistive technology)
- Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps, allow student to record or type assignment)
- Self-management and/or follow-through needed (e.g., calendars, teach study skills)
- Testing adaptations needed (e.g., read test to child, modify format, extend time)
- Social interaction support needed (e.g., provide Circle of Friends, use cooperative learning groups, teach social skills)
- Training needed for personnel (NICHCY, 2013)