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Special Education Continuum of Services (Orientation and Mobility Services…

- - - - Station Teaching Teachers may be responsible for different parts of the lesson plan. This allows them to play to their teaching strengths. Students are divided into groups and move from one station to the other. Or the teachers rotate from group to group.
      - Parallel Teaching The class is split in half, and each teacher takes one group. Both groups are taught the same thing but in a different way.
      - One Teach, One Drift One teacher is the lead for instruction while the other teacher goes around the classroom and checks if there are students who need redirection, additional support, or one-on-one intervention.
      - Alternate Teaching One teacher handles a larger group of students. Meanwhile, the other teacher works with a small group on a different lesson or gives more support to struggling learners.
      - One Teach, One Observe Having one teacher actively teaching frees up the other teacher to assist and give individual help as needed. Or the other teacher can observe. For instance, an observing teacher may collect information about how a child responds to different teaching approaches and about his attention and behavior. That kind of data is valuable for IEPs and for behavior intervention plans.
      - Team Teaching Both teachers plan lessons and work together to teach students. This helps students see the teachers as equals with each other. It also gives students the chance to ask questions and get assistance during a lesson. This can be especially helpful for students with accommodations.
- - - - Supportive teaching—a combination of pullout services and direct teaching within the classroom.
      - Complementary teaching—the classroom teacher presents the curriculum content as primary instructor, and the SLP assists specific students with work completion.
      - Station teaching—instructional material is divided into parts, with the SLP and the classroom teacher(s) each taking a group of students. Students rotate to each station, or learning center, for instruction.
      - Parallel teaching—the students are divided, and the classroom teacher and the SLP each instruct a designated group of students simultaneously, with the SLP taking the group of students that needs more modification of content or slower pacing in order to master the educational content.
      - Team teaching—the SLP and the classroom teacher teach the academic content together, allowing each professional to provide his or her expertise.
      - Supplemental teaching—one person (usually the teacher) presents the lesson in a standard format while the other person (usually the SLP) adapts the lesson.
- - - - Resource rooms are a separate setting, either a classroom or a smaller designated room, where a special education program can be delivered to a student with a disability individually or in a small group.
        
        It is for the student who qualifies for either a special class or regular class placement but needs some special instruction in an individualized or small group setting for a portion of the day.
        
        Sometimes this form of support is called Resource and or pull out. The student getting this type of support will receive some time in the resource room, which refers to the withdrawal portion of the day and some time in the regular classroom with modifications and/or accommodations which are the resource support in the regular classroom. This support helps ensure that the inclusion model is still in place.
- - - - Responsibilities of the Adaptive PE Teacher
        
        Completing comprehensive motor assessments of individuals with disabilities and making specific program recommendations
        
        Providing direct services to students who are eligible and in need of APE
        
        Consult with physical education staff providing physical education instruction for individuals with disabilities
        
        Consult with other IEP team members about student need in the area of APE
        
        Serve as an IEP member at IEP meetings
        
        Monitor student progress
        
        Advocate for the student and parent
    - - physical and motor skills
      - fundamental motor skills and patterns (throwing, catching, walking, running, etc)
      - skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports)
- - - - School-based OT is a support service to the student's educational program. School-based occupational therapists assess the following areas in the context of the educational environment:
        
        Postural stability
        
        Self-help skills
        
        Fine motor skills
        
        Sensory processing
        
        Social and play abilities
        
        Visual motor and perception
        
        Task completion and organization
- - - - Community Notice and Bulletins
      - Report Cards
      - Standard Letters
      - Standard Email Communication Notices
      - Testing Materials
      - Brochures and Pamphlets
      - Student/Parent Forms
      - Legal Documents
      - School Bus Schedules, Afterschool/Extracurricular Activities
      - Course Descriptions/Class Lists