What Are Related Services? Part 3 of 3


I apologize!  I thought I had posted part 3 of this series a while back!

Today’s blog is the last post in a three-part series.  In this series we are discussing the related services component of the ARD (IEP) document.   In the first post of this series I discussed related services in general including the definition of related services.  In the second post, I listed out and defined some common related services. In today’s post we are going to look at how you go about obtaining related services for your child.   Continue reading

What Are Related Services? Part 2 of 3


Today’s blog is the second in a three-part series.  In this series we are discussing the related services component of the ARD (IEP) document.  In today’s post we are going to look at common related services and their definition according to IDEA.  In first post of this series I discussed related services in general including the definition of related services.  In final post of this series, I will discuss how to obtain related services for your child. Continue reading

What Are Related Services? Part 1 of 3


Today’s blog is the first in a three part series.  We will be discussing the related services component of the ARD (IEP) document.  In today’s post I am going to give you the definition of related services according to IDEA.  In the next post I am going to list out some of the common related services and their definitions.  The third post will explain how to get related services for you child.

Your child’s ARD (IEP) document must contain a statement of the supplementary aides and related services that your child is receiving.  Related services are services that are necessary for your child to benefit from their special education program.  They can help your child access the general education curriculum, meet their IEP goals, and/or participate in extracurricular and nonacademic activities.

Related services can be either through direct or indirect (consultative) methods.  These services can be provided in your child’s classroom, through pull out services, before or after school or in your home (in home training).   They can be provided individually or in a group.  Related services are not disability specific are meant to meet the individual needs of the child.  The third part of this series will cover the provision of related services in more detail.

According to IDEA:

Sec. 300.34 Related services.

(a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting 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, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.

Related Services does not include:

(b) Exception; services that apply to children with surgically implanted devices, including cochlear implants.

(1) Related services do not include a medical device that is surgically implanted, the optimization of that device’s functioning (e.g., mapping), maintenance of that device, or the replacement of that device.

(2) Nothing in paragraph (b)(1) of this section– (i) Limits the right of a child with a surgically implanted device (e.g., cochlear implant) to receive related services (as listed in paragraph (a) of this section) that are determined by the IEP Team to be necessary for the child to receive FAPE.

(ii) Limits the responsibility of a public agency to appropriately monitor and maintain medical devices that are needed to maintain the health and safety of the child, including breathing, nutrition, or operation of other bodily functions, while the child is transported to and from school or is at school; or

(iii) Prevents the routine checking of an external component of a surgically-implanted device to make sure it is functioning properly, as required in Sec. 300.113(b).

This post is intended to give you a general idea of the law.  However, each situation is different.  If you need more specific information about how the law applies to your situation you should contact a special education attorney.  


“IDEA – Building The Legacy of IDEA 2004.” IDEA – Building The Legacy of IDEA 2004, idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E34.

BOCES, Erie 1. “What are related services for students with disabilities and how are they.” Erie 1 BOCES > Home, http://www.e1b.org/LinkClick.aspx?fileticket=n7uCRE5KYeA%3D&tabid=2978&mid=5432.

“The Individuals with Disabilities Education.” PACER Center – Assistance for Children with Disabilities, Bullying Prevention, Parent Workshops, http://www.pacer.org/parent/php/php-c181.pdf.

“Related Services.” Center for Parent Information and Resources, http://www.parentcenterhub.org/repository/iep-relatedservices/.

Problem Report Worksheet

Do you keep track of all the times your child’s school calls you to report an incident or behavior?  If not, you may want to consider doing so.  A great tool to use is the Problem Report WorksheetContinue reading

What are My Dispute Resolution Options


If you are having issues with your child’s school you have several options.   Some of the options below may only apply to the state of Texas.  The dispute resolution options are not listed in a specific order nor do you have to follow them in a specific order.  Continue reading

Toolbox Tips for Parents #6: Zarrow Center TAGG



Today’s post is about the Zarrow Center for Learning Enrichment’s Transition Assessment and Goal Generator (TAGG).  According to their website “the TAGG is a new on-line transition assessment for secondary-aged youth with disabilities, their families, and professionals.  The TAGG provides a norm-based graphic profile, present level of performance statement, lists of strengths and needs, and suggested IEP annual transition goals.”  There is a minimal cost associated with the TAGG.

IEP Progress Reports


Section 300.320(a)(3)(ii) of the Federal Regulations state that the IEP is to contain a statement of when reports on progress towards IEP goals will be provided to parents.  The law does not specifically state a timeframe.  Most schools issue them concurrent with report cards.  As an ARD (IEP) committee you can determine the progress reporting timeframe that fits your child’s needs.  If your child is struggling or is working on emerging skills you may wish to have progress reported on a more frequent basis.  Continue reading

Organizing Your Child’s File and Record Keeping


Organizing Your Child’s File:

If you have not already organized your child’s file, I would encourage you to spend an evening or two doing so.  If you do not have a copy of any of the items mentioned below, you can request a copy from the school.  If you have not gotten a complete copy of your child’s file from the school, now would be a good time to do so.  I have provided a sample letter at the bottom of this post. Continue reading

U.S. Department of OSERS Issues Guidance on FAPE and Access to Grade Level Conent

USDOE2Today the U.S. Department of Education Office of Special Education and Rehabilitative Services issued a letter offering guidance on a child’s IEP program must be aligned with the State’s academic content standard for the grade in which the child is enrolled.  This documents gives examples of how the school can implement this guidance. Continue reading