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Supplementary Aids and Services
Consideration Toolkit Overview
Jeannine H. Brinkley, Inclusive Practices Statewide Lead
PaTTAN
April 28, 2010
Pennsylvania’s Commitment to
Least Restrictive Environment (LRE)
Our goal for each child is to ensure IEP teams begin with the general education setting with the use of Supplementary Aids and Services
before considering a more restrictive environment.
Training Objectives
Participants will be able to:
• Cite the foundation for use of supplementary aids and services in general education classrooms by referencing legal and policy documents;
• Describe the use of supplementary aids and services to support students with disabilities as active learners and participants general education environments
• Discuss the purpose and role of the Supplementary Aids and Services(SaS) Consideration Toolkit
• Identify potential supplementary aids and services to support inclusive practices
Part 1: Legal and Conceptual
Foundations
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5
IDEA on Supplementary Aids and Services
• The term ‘supplementary aids and services' means aids, services, and other supports that are provided in regular education classes and other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate” [§300.42]
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IDEA on LRE
“To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”
IDEA sec. 612 (5)(A)
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Related Services
Specially Designed Instruction
Supplementary Aids and Services
The Service Piece…
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IDEA on Placement (b) The child’s placement – (1) Is determined annually; (2)
Is based on the child’s IEP; and (3) Is as close as possible to the child’s home;
(c) Unless the IEP of a child with a disability requires some other arrangement, the child is educated in the school that he or she would attend if nondisabled;
(d) In selecting the LRE, consideration is given to any potential harmful effect on the child or on the quality of services that he or she needs; and
(e) A child with a disability is not removed from education in age appropriate regular classrooms solely because of needed modifications in the general education curriculum [§300.116]
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IDEA on IEPs
• The IEP for each child with a disability includes “A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child to …attain annual goals, be involved in and make progress in the general education curriculum…. To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section; [§300.320(4)].
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General Education Curriculum
Student Needs,
Goals and Objectives
Access to the General
Education Curriculum
The Curriculum Piece …
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Additional Resources
• Inclusion Basic Education Circular (BEC)
• Supplementary Aids and Services SaS Fact Sheet
• www.pattan.net - select “inclusive practices” and “publications”
Part 2: Defining and Using
Supplementary Aids and Services
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Supplementary Aids and Services
Collaborative
Adults working together to support students.
Instructional Development and delivery of instruction that addresses
diverse learning needs.
Physical Adaptations and modifications to the physical environment.
Social-Behavioral
Supports and services to increase appropriate behavior and reduce disruptive or interfering behavior
Source: Etscheidt & Bartlett, 1999
14
SaS: Collaborative Examples
•Communication among adults
•Professional development related to collaboration
•Scheduled time for co-planning and team meetings
•Co-teaching; classroom consultation
•Scheduled opportunities for parental collaboration
SaS: Instructional Examples
• Using a keyboard/portable device
• Instruction in keyboarding skills
• Providing guided notes
• Using scaffolding to plan for written work
• Providing visual cues
• Modifying curricular goals
15
• Arrange furniture differently or provide specialized furniture
• Adjust sensory characteristics of environment (e.g., light, sound)
• Provide access to specific areas of classroom or other settings outside of classroom
• Allow for water bottle or sensory object during instruction
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SaS: Physical Examples
SaS: Social-Behavioral
Examples
• Modify rules or expectations
• Peer supports (e.g., facilitating friendships)
• Individualized behavioral support plan
• Social skills training
• Counseling supports
17
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SaS: Role of the IEP Team
• The IEP team determines supplementary aids and services necessary for each child to receive specially designed instruction in the least restrictive environment.
• Placement determination must be the final component of the IEP development process.
• The IEP team decides the educational placement for an individual student.
Basic Education Circulars (PA Code)
Question #1 • What supplementary aids and services were considered?
• What supplementary aids and services were rejected?
• Explain why the supplementary aids and services will or will not enable the student to make progress on the goals and objectives (if applicable) in this IEP in the general education class.
*See Annotated IEP for additional details
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IEP Questions*
Question #2
• What benefits are provided in the regular education class with supplementary aids and services versus the benefits provided in the special education class?
*See Annotated IEP for additional details
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IEP Questions*
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Question #3 • What potentially beneficial effects and/or harmful effects
might be expected on the student with disabilities or the other students in the class, even with supplementary aids and services?
Question #4 • To what extent, if any, will the student participate with
non-disabled peers in extracurricular activities or other nonacademic activities?
*See Annotated IEP for additional details
IEP Questions*
22
Through this consideration process…. • Begin consideration of student
needs within the context of the general education classroom.
• Consider the interaction between classroom expectations and student strengths & needs.
• Identify services necessary for educational benefit/progress.
• Determine placement/amount of time in general education
• For any instruction outside the general education classroom: – align services to support access
and participation in general education and
– provide SaS for students to interact with nondisabled peers in nonacademic and extracurricular activities
Placement in
general education to the maximum extent appropriate.
In order to achieve THIS!!!
23
Part 3: The Purpose and Use of the Supplementary Aids and
Services Consideration Toolkit
What is the SaS Consideration Toolkit?
A student-specific process in which a trained facilitator assists the IEP team to:
Summarize and analyze the student and the general education setting(s)
Identify options to support the student’s learning and participation in general education setting(s).
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Our Thinking About the Design
Must begin with an understanding of the instructional context of the general education classroom
Universal design for learning work
Organize types of supplementary aids and services
Ecological Inventory approach/discrepancy analysis (environmental scan)
Identification of and elimination of curriculum barriers (CAST)
Instructional, social, physical, and collaborative domains from the literature (Etscheidt & Bartlett, 1999)
Why use the SaS Toolkit?
SaS Consideration Toolkit utilized by teams during:
planning and placement decision-making
problem-solving for supports within a new general education curricular area;
comprehensive planning for transition to a new school building, grade or other instructional setting.
26
27
A Multi-Step Process
Identify Student Strengths and Needs
Develop Profile of General Education Classroom(s) Identify Potential Barriers to Curricular Access and
Instruction
Identify Strategies and Services to Eliminate Barriers Identify Viable Alternatives for Implementation
28
Components of the Toolkit
A: Introduction and Preparation for Use -- Overview of the SaS consideration process, describing who does what at each step.
B: Student Profile: Summary of Strengths, Needs, and Learning Characteristics Helps the team organize student-specific information in a format designed to facilitate instructional planning and problem-solving to support inclusive placements.
29
Components of the Toolkit
C: The Supplementary Aids and Services Consideration Tool
Teams then complete this four-step process that
results in the identification of student-specific, environmentally-referenced supplementary aids and services.
Components of the Toolkit
D: Supplementary Aids and Services Self-Check As teams move through the SaS consideration process, this self-assessment tool is a means of ensuring that all steps of the process have been completed with fidelity.
30
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Recommended Implementation Sequence
Highlighted graphic is second page of each toolkit component, identifying:
Task
Suggested personnel
Which component/ section
Flip Chart Resource Document
Supplementary Aids and Services
Consideration Toolkit—Component C
• what are demands of general
education setting?
•what are potential barriers to
learning and participation?
•what are our ideas for SaS to
bridge the barriers?
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Component C: Step 1 Develop Profile of General Education Classroom(s)
Instructional Method and Materials
Instructional Delivery and Social Routines
Setting Characteristics
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Supplementary Aids and Services (SAS) Consideration Tool1
Completed By: Identify classroom(s) used as a reference point for Step 1:
Date: Student:
2Coding Key: 1 = never; 2 = occasionally; 3 = frequently
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
Printed Materials
Textbook
Workbook
Trade book
Worksheets
Newspapers/magazines
Other ____________________
Other ____________________
Frequency
of Use2 1.1 Instructional Method/
Materials
Identify Supplementary Aids and Services to
address potential barriers. Consider all
possibilities, consulting available resources
and support personnel.
Identify any difficulties you can
anticipate for this student (if nothing is
changed) based on his/her current
skills, needs, and learning profile.
Create a profile of the instructional
environment(s) by circling the number
that best describes the frequency of use
of identified materials and instructional
practices.
Step 3: Identify Strategies and Services
to Eliminate Barrier
Step 2: Identify Potential Barriers to
Curricular Access and Instruction
Step 1: Develop Profile of General Education
Classroom(s).
Component C: Step 2 Identify Potential Barriers to Curricular Access and Instruction:
Student skills
Student learning characteristics
Priority needs in the context of general education classroom.
*Completed by all team members
35
36
Supplementary Aids and Services (SAS) Consideration Tool1
Completed By: Identify classroom(s) used as a reference point for Step 1:
Date: Student:
2Coding Key: 1 = never; 2 = occasionally; 3 = frequently
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
Printed Materials
Textbook
Workbook
Trade book
Worksheets
Newspapers/magazines
Other ____________________
Other ____________________
Frequency
of Use2 1.1 Instructional Method/
Materials
Identify Supplementary Aids and Services to
address potential barriers. Consider all
possibilities, consulting available resources
and support personnel.
Identify any difficulties you can
anticipate for this student (if
nothing is changed) based on
his/her current skills, needs, and
learning profile
Create a profile of the instructional
environment(s) by circling the number that best
describes the frequency of use of identified
materials and instructional practices.
Step 3: Identify Strategies and Services
to Eliminate Barrier
Step 2: Identify Potential Barriers to
Curricular Access and Instruction
Step 1: Develop Profile of General Education
Classroom(s).
Component C: Step 3 Identify Strategies and Service to Eliminate Barriers
Support strategies should maximize participation and reduce instructional barriers
Use student strengths to address barriers
*Completed by all team members
37
38
Supplementary Aids and Services (SAS) Consideration Tool1
Completed By: Identify classroom(s) used as a reference point for Step 1:
Date: Student:
2Coding Key: 1 = never; 2 = occasionally; 3 = frequently
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
Printed Materials
Textbook
Workbook
Trade book
Worksheets
Newspapers/magazines
Other ____________________
Other ____________________
Frequency
of Use2 1.1 Instructional Method/
Materials
Identify Supplementary Aids and
Services to address potential
barriers. Consider all possibilities,
consulting available resources and
support personnel.
Identify any difficulties you can
anticipate for this student (if
nothing is changed) based on
his/her current skills, needs, and
learning profile.
.
Create a profile of the instructional
environment(s) by circling the number
that best describes the frequency of use of
identified materials and instructional
practices.
Step 3: Identify Strategies and Services
to Eliminate Barriers
Step 2: Identify Barriers to
Curricular Access and Instruction
Step 1: Environmental Scan of General
Education Classroom
Component C: Step 4 Identify Viable Alternatives for Implementation
What does the student need to be successful?
What do the adults need in order to be able to support the student?
How will we get there?
*Completed by all team members
39
Component D Self-Check For IEP Teams
A self-assessment tool for teams to use as they move through the
SaS Consideration Toolkit
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Points to Remember
SaS Fact Sheet and Consideration Toolkit help structure team planning regarding SaS considerations
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Points to Remember
Participation of all team members, is critical to the process.
Families bring deep knowledge of student
Teachers bring knowledge of the curricular and instructional demands
Special education teachers bring knowledge of SaS
Administrators facilitate implementation of plan and are aware of school level resources
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References Cited
Center for Applied Special Technology (CAST). http://www.cast.org/teachingeverystudent/
Etscheidt, S. K., & Bartlett, L. (1999). The IDEA Amendments: A four-step approach for determining supplementary aids and services. Exceptional Children, 65(2), 163-174.
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Edward G. Rendell Gerald L. Zahorchak, D.Ed.
Governor Secretary
Diane Castelbuono, Deputy Secretary
Office of Elementary and Secondary Education
John J. Tommasini, Director
Bureau of Special Education
Bureau of Special Education
Pennsylvania Training and Technical Assistance Network
PaTTAN Contact Information www.pattan.net
Harrisburg: Sharon Leonard [email protected]
Pittsburgh: Dori Anderson [email protected]
King of Prussia: Debbie Brown [email protected]
Inclusive Practices Statewide Lead [email protected]