The Individualized Education Program or IEP, is a document created by a support team composed of educators and specialists which may include occupational, physical, and speech therapists, psychologists, Special Ed Teachers, and any individual with specialized knowledge about your child’s needs. You as the parent(s) are allowed to include/invite any individual you deem necessary to be present for an IEP meeting.
To obtain an Individualized Education Program document for your child you will need to first request an educational evaluation from your school district. This request can come from a parent but can also originate from an educator, counselor, or physician who suspects the child has a learning, and/or an attentional concern.
The goal of the IEP is to provide your child with the support system and too is to meet educational goals in the least restrictive environment (LRE).
The school district is obligated to provide “free appropriate public education” or FAPE.
The IEP is revised once per year to address and report on your child’s progress and the functionality of the tools/strategies put into place.
Push-In Method: In this type of intervention method, therapy goals are embedded into the curriculum and the therapist(s) may be supporting a variety of children in particular activities. For example, the SLP/OT introduces a game for a small group of preschool children that focuses on comprehension of simple commands which are frequently used in the classroom. The peers act as models, coaches, cheerleaders, and picture holders for the visual supports for the child with a handicap. With training, the peers will generalize this support to daily classroom routines. It is important so that the SLP/OT and teacher can co-teach the students in a classroom. Either lessons are divided into teachable segments or the class can be divided into groups with each receiving exposure to similar content or on group by the SLP/OT receiving a little more needed support in the targeted area. This method allows for generalization of skills which are acquired in the pull-out method.
Pull-Out Method: Therapy services are traditionally viewed as taking place within a specialized room or location. The therapist(s) might see a student individually or in a small group of students in a special location often called the “therapy room” or “play room”. This type of intervention model is called “pull out” since the student is removed from the classroom curriculum for a specific amount of time. There will always be a need for some students to receive at least partial services using this model. This setting is used for formal assessment procedures, for certain interventions that might be difficult to manage in a classroom setting, and for certain students who need an environment that is quieter and contains less distraction that their normal classroom.
Collaboration: Working with students is currently viewed as only part of the equation when providing integrated intervention services. Working with the classroom teacher(s) and paraprofessionals is equally important when the end goal is that of automaticity and generalization language/communication, fine motor/visual perceptual, and literacy and self-regulation skills. The therapists can play a variety of roles depending on the learning/support needs of the students, especially those with IEPs, the classroom context, and the needs of the classroom staff. Teachers and therapists have some skill sets that are different from each other and others that overlap but which might be used differently by each professional. The classroom teacher has expertise in curriculum, classroom management, and group instruction; the SLP has knowledge about individual language and communication development; and the OT can provide valuable perspective on classroom orientation, material accessibility and placement, and environmental/tool adaptations.
The type of method used will be dependent on the student’s individual needs. The therapist(s) alongside the teacher, will determine which method or combination of methods are best for the child. Multiple options are needed in order to best customize programs to meet the needs of children with varying specific challenges.
Having occupational and speech language pathologists present on an academic campus add many benefits for the children, parents, and school staff. As medically trained professionals we offer a new and innovative perspective to the classroom. We can provide fresh ideas and additional support to a school whether it be during classroom time, during group sessions, coordinating functional group activities, participating in an IEP meeting, speaking with a parent, or even just providing information to school staff and administrators.
Therapists add an additional level of enrichment and contribute towards a warm and welcoming academic environment that is supportive and nurturing.