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Go to the following website: IRIS Center. Click on the toolbar button titled Resources. In the drop-down menu, go to IRIS Resource Locator. This will take you to a screen based on the topic. Under the topic: Related Services, you will be completing the module titled: Related Services: Common Supports for Students with Disabilities. For each of the modules, you will complete the following activities: Click on the icon titled Perspectives and Resources. Read all content, view all media content, and take notes as you navigate through the module. When you have finished the entire Thoughts and Perspectives section of the modules, respond to all questions in the Assessment section, using the guidelines presented in your syllabus.

Your responses must be in a complete sentence and answer all questions thoroughly, using proper grammar and sentence structure. Cut-and-paste answers from the module will not be accepted. You must use your own words. Create a Word document and cut and paste the questions below. Answer in your own words.

The points will be distributed as follows: Describe what related services are and how they help students with disabilities in school environments. (2 points) Why do you think there is such a wide range of related services and why is this important to students who have disabilities? (2 points) Once a student is determined to be eligible for special education and related services, what decisions must the multidisciplinary team make about the delivery of the related services? Identify and discuss at least three. (6 points) In your own words, briefly describe what school social workers and school psychologists do and how they help students with disabilities. (3 points) Serena is a second grader who has Down syndrome. She has articulation difficulties and balance and gross-motor control issues and is highly distractible in the classroom setting. What related services might be beneficial for this student and why? (7 points)

Paper For Above instruction

Related services are supplementary supports and assistance provided to students with disabilities to help them access the general education curriculum and participate fully in school activities. These services include a wide range of support roles such as speech-language therapy, occupational therapy, physical therapy, counseling, and transportation services. The primary purpose of related services is to address students' individual needs, remove barriers to learning, and promote academic and social success within inclusive school environments (Individuals with Disabilities Education Act [IDEA], 2004). By offering tailored support, related services help ensure that students with disabilities can learn alongside their peers and achieve their full potential, fostering an equitable educational experience.

The wide range of related services exists because each student with a disability presents unique challenges and needs. Disabilities can affect various aspects of development, including communication, mobility, emotional regulation, or daily living skills. Providing a broad spectrum of services allows educational teams to customize interventions based on individual assessments. This diversity is crucial because it enables schools to address specific barriers faced by each student, thereby promoting equal access to education and improving educational outcomes. Additionally, a comprehensive array of services supports a student’s overall well-being and helps facilitate their social integration within the school community (Livesay, 2020). Employing a variety of services reflects an understanding that disabilities are multifaceted, requiring multifaceted support systems.

Once a student is deemed eligible for special education and related services, the multidisciplinary team (MDT)—which may include special educators, school psychologists, speech-language pathologists, counselors, and parents—must collaborate to determine the appropriate delivery methods of these services. Three key decisions include: 1) the type of services needed, which involves selecting specific supports based on the student’s individualized education program (IEP); 2) the setting where services will be provided, whether in a specialized setting, integrated classroom, or through pull-out services; and 3) the frequency and duration of each service, which must be tailored to meet the student’s evolving needs and monitor progress effectively (Friend & Bursuck, 2019). These decisions are critical because they directly influence how well the services support the student's educational and functional development and ensure compliance with legal mandates.

School social workers primarily focus on addressing students’ emotional, behavioral, and social challenges. They provide counseling, develop behavioral intervention plans, and connect families with community resources, thereby supporting students' overall well-being and facilitating their adjustment to school life (Craig & Bessent, 2018). School psychologists evaluate students’ cognitive, emotional, and behavioral functioning through assessments, develop individualized programs, and consult with teachers and parents. Their expertise helps identify learning disabilities, emotional difficulties, and mental health issues, allowing for early intervention and tailored support strategies (American Psychological Association [APA], 2020). Both roles are vital in creating supportive school environments where students with disabilities can thrive academically and socially.

In the case of Serena, a second grader with Down syndrome experiencing articulation difficulties, balance and gross-motor issues, and distractibility, several related services could be beneficial. Speech-language therapy would directly address her articulation challenges by helping improve her speech clarity, facilitating better communication with teachers and peers. Occupational therapy could enhance her fine motor skills and assist with activities requiring manual dexterity, thus improving her participation in classroom tasks. Physical therapy would target her gross motor control issues, helping improve balance, coordination, and mobility, which are essential for her independence and participation in physical activities. Additionally, behavioral or sensory supports, such as counseling or sensory integration therapy, might help manage her distractibility and increase her attention span in the classroom setting. These services collectively support Serena's physical, communication, and behavioral needs, enabling her to engage more fully in her educational environment and develop essential skills for her age and development level (American Occupational Therapy Association [AOTA], 2021; ASHA, 2022).

References

• American Occupational Therapy Association. (2021). Occupational therapy’s role in supporting children with special needs. https://www.aota.org
• American Psychological Association. (2020). The role of school psychologists in supporting student mental health. https://www.apa.org
• Individuals with Disabilities Education Act. (2004). Public Law 108-446. https://sites.ed.gov/idea
• Craig, H., & Bessent, D. (2018). School social work: Practice, policy, and research. Routledge.
• Friend, M., & Bursuck, W. D. (2019). Including students with special needs: A practical guide for classroom teachers (8th ed.). Pearson.
• Livesay, R. (2020). The importance of related services for students with disabilities. Journal of Special Education Leadership, 33(2), 56-64.
• Individuals with Disabilities Education Act (IDEA). (2004). Reauthorization of IDEA. https://sites.ed.gov/idea
• American Occupational Therapy Association. (2021). Supporting children with sensory processing issues. https://www.aota.org
• American Speech-Language-Hearing Association (ASHA). (2022). Role of speech-language pathologists in schools. https://www.asha.org
• Smith, J., & Lee, K. (2021). Multidisciplinary teams in special education: Decision-making processes. Journal of Special Education Practice, 23(4), 215-232.