Services Provide To Exceptional Children On National And

International Level
Presented To:
Madam Nabila Malik
Presented By:
Farheen Sultana 11
Fozia Bashir 12
Mehr Ali 17
Waqar Riaz 46
Zeenat Ibrahim 48

Class:
PGD Speech and Language Therapy
Govt. Training College For Teachers Of The Deaf (Special House)
Gulberg II Lahore.

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 Services Delivery for Exceptional Children on National and
International Perspective:

Exceptional Children:
Exceptional child is different from the average population with respect to his/her mental
abilities and general characteristics. As well as this difference must be as such an extent that
the child must require a modification of school practices or special education services to
develop maximum potential in the child.

Impairment, disability, handicapped:

Although the terms impairment, disability, and handicap are sometimes used interchangeably,
they are not synonymous. Impairment refers to the loss or reduced function of a particular
body part or organ (e.g., a missing limb). A disability exists when an impairment limits a
person’s ability to perform certain tasks (e.g., walk, see, add a row of numbers) in the same
way that most persons do. A person with a disability is not handicapped, however, unless the
disability leads to educational, personal, social, vocational, or other problems. For example, if
ssa child who has lost a leg learns to use a prosthetic limb and thus functions in and out of
school without problems, she is not handicapped, at least in terms of her functioning in the
physical environment.

Handicap refers to a problem or a disadvantage that a person with a disability or an impairment

encounters when interacting with the environment.

Categories of exceptionality;

 Mental retardation (developmental disabilities)

 Learning disabilities
 Emotional and behavioral disorders
 Autism
 Communication (speech and language) disorders
 Hearing impairments
 Visual impairments
 Physical and health impairments
 Traumatic brain injury
 Multiple disabilities
 Giftedness and special talents

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 Services Delivery:
The term Services Delivery usually refers to a set of components that provide services
delivery architecture (such as service creation, session control, and protocols) for a type of
service. But the important thing is that when will the child begin to receive services? Where?
How often?

Services Delivery for Exceptional Children on National Level:

Services Provided In Legislation:

Disabled Persons (Employment and Rehabilitation) Ordinance, 1981:

It was the first constitutional effort on the part of the state to start institutional care of the special
persons in Pakistan. Under this ordinance, the National Council for the Rehabilitation of Disabled
Persons was established to formulate policy for the employment, rehabilitation and welfare of the
disabled persons. The Council was also assigned the medical examination, treatment and survey of
disabled persons who are desirous of being rehabilitated. The ordinance binds the provincial
governments to establish the Provincial Councils for the Rehabilitation of Disabled Persons to execute
the policy made by the National Council for the employment, rehabilitation and welfare of this
vulnerable segment of the society. These councils are also responsible to issue directions to relevant
bodies for the implementation of the projects launched by the government. Establishment of training
and vocational centers for equipping special persons with necessary skills is also the domain of
Provincial Councils. Under Disabled Persons (Employment and Rehabilitation) Ordinance one per
cent quota was reserved for special persons in all government and private sector establishments which
were later enhanced to two per cent. An establishment which does not employ a disabled person shall
pay into the Disabled Persons Rehabilitation Fund each month the sum of money it would have paid
as salary or wages to a disabled person had he been employed which will be utilized for the
distribution of stipends or scholarships to disabled persons receiving training and financial assistance
of those disabled persons who are not fit to undertake any employment. Any establishment which fails
to pay into the Fund any sum it is required to pay under section 11 shall be punishable with fine which
may extend to one thousand rupees and, in the case of nonpayment of fine, with an additional fine
which may extend to ten rupees for every day during which the payment of fine is not made.

National Policy for Persons with Disabilities (2002)

The National Policy for Persons with Disabilities was finalized after a lengthy consultative process
involving all stakeholders and relevant Federal Ministries including Health, Labour Manpower,
Housing and Works, Science and Technology as well as relevant departments and prominent NGOs. .
The provision and expansion of services of good quality require a multi-sectoral and multidimensional
approach. This is possible only through the active cooperation of federal, provincial, local government
organizations, NGOs as well as involvement of family, professionals and the community at large. The

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policy document contains a vision, guiding principles and strategies to achieve the objectives. The
overall vision of the policy is to provide a conductive environment for the realization of the full
potential of persons with disabilities leading to their empowerment irrespective of caste, creed, color
race, or religion in all spheres of life including social, economic, personal and political.

National Plan of Action for Persons with Disabilities, 2006

The National Plan of Action (NPA) suggests measures to operationalize the National Policy for the
Persons with Disabilities 2002. The NPA is based on the philosophy that access, inclusion and
equalization of opportunities for the person with disabilities are not possible by isolated interventions
4. These services should therefore be designed in an integrated way by pooling and mobilizing all
resources. The NPA identifies 17 critical areas of intervention from assessment of the magnitude of
the problem to service delivery systems. It spells out short term steps to be taken by the end of June
2009 and long term measures to be adopted by July, 2025. It contains specific time frames for the
completion of each activity and assigns responsibility to various departments and agencies.

The short term measures listed in the NPA include: establishment of data bank; sample surveys of
persons with disabilities in selected districts; reduction in incidence of disabilities through primary
and secondary preventive care, strengthening of disability prevention programs, arrangements for
early detection and institutional interventions; escalating medical rehabilitation services; promoting
inclusive education; expanding and reinforcing vocational training; employment including self
employment; legislative support to persons with disabilities; and boosting up public opinion and
increasing support to NGOs. The long term objectives reflected in NPA focus on creation of barrier
free physical environment for PWDs in all public, private and commercial buildings and public places
and revision of construction bye laws. More effective enforcement and expansion of social assistance
and social security program under the provisions of existing laws would be beneficial.

Special Citizens Act, 2008:

Special Citizens Act, 2008 seeks to provide the accessibility to disabled citizens at every public place,
with regard to allocation of seats in public transports, provision of facilities on footpaths for
wheelchairs and blind persons. Similarly, while crossing the roads special citizens must be given
priority. Under this act, government shall make the concerned authorities bound, before the
construction of buildings in public or private sectors particularly in Educational Institutions, Banks,
Hospitals, Shopping Malls, Police Stations, Airports, Railway Stations, Bus Stops, Hotels and at
every public place to provide the facility of access of wheelchairs. Further, Public Transporters shall
be made bound to allocate seats for special citizens and provide easy access to their seats in the public
transport. The act also binds concerned authorities to take necessary steps to provide maximum
facilities on footpaths for the wheel chairs and blind persons. Under the law, special persons should be
given priority while crossing the roads and traffic police should be responsible for its implementation.

Special Citizens (Right to Concessions in Movement) Act, 2009:

Special Citizens (Right to Concessions in Movement) Act was promulgated in 2009 which seeks to
provide confessional rates to special citizens in all modes of public and private transport as these
citizens even if working, are unable to earn sufficient to pay standard fares6 . Under this act, air,
railway and other transport authorities are bound to charge less/half rates from disabled persons.

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Duty Free Import of Car:

Disabled persons are allowed waiver of import duty which is in excess of 10% on Completely
Knocked Down [CKD] kits that are imported for assembling of car for them. To facilitate disabled
persons to actively participate in economic activities, the facility to import duty free customized cars,
not above 1350cc of engine capacity is being allowed. To facilitate disabled persons further, it has
been decided to allow the import of one used duty free motorized wheel chair to actual users. Once an
applicant has submitted the required documents and been assessed as genuinely disabled by the
Federal Board of Disabled Persons, he or she is due an import authorization certificate from the
Ministry of Commerce.

Banking Services

Ministry of Social Welfare and Special Education through State Bank issued special directives to all
national and private banks to permit visually impaired persons to open their individual accounts . The
persons with visual impairment would be given a special cheque books with Braille through which
they could operate their accounts independently and individually. Previously blind persons were not
allowed to open their individual accounts in any bank of the country and only their joint accounts
could be opened which sometimes create trouble for them in the absence of some close blood relation.
Braille information is being produced and, for the first time, Talking ATMs are being considered for
installation in Islamabad. Efforts to end discrimination against people with disabilities in insurance
and micro-lending are also underway. Special ATM cards would be issued to the visually impaired
persons who could operate their account through their card as well. “The ATM cards with special
identity of special persons would be issued to them and only they could take benefit from the talking
ATM,”

Scholarship for Disabled Students:

Government of Pakistan grants Rs/800 per student per month.

Special Quota for job:

In 2014-2015 government of Pakistan increase the job quota for disabled to 3%.The post year
mark under disable quota cannot be filled on open merit ,it shall be filled from disable person
as invent become available.

Age Relaxation:

Age relaxation for appointment of disabled person is 10 years.

Conveyance allowance notification 2016:

Conveyance allowance for disabled persons increase extra 1000Rs in 2016.

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Services provided to exceptional children in special education
institutions:
Special education;

Special education is the specially designed instructions packages to meet the unique needs of
the students with disabilities.

Who Is Eligible for Special Education Services?

Children with disabilities are eligible for special education and related services when they
meet IDEA’s definition of a “child with a disability” after a full and individual evaluation by
the school. There are 13 categories of eligibility which include:

1. Intellectual disabilities
2. Hearing impairment (including deafness)
3. Speech of language impairment
4. Visual impairment (including blindness)
5. Serious emotional disturbance
6. Orthopedic impairment
7. Autism
8. Traumatic brain injury
9. other health impairment (commonly referred to as “OHI”)
10. a specific learning disability
11. Deaf-blindness
12. Multiple disabilities.

Students are identified under one or more of these categories. Early identification of a child
with special needs is an important part of a special education teacher’s job, because early
intervention is essential in educating children with disabilities.

Assessment Services:

Early Identification Services,

Early Intervention Services,

It is the set of services provided to children from birth to age 3 and their families’ designed for their
unique characteristics and need. To support families in achieving their own goals. To promote child’s
engagement, independence and mestery.

Providing of Multi-disciplinary team services:

 Special education teacher

 Mobility instructor
 Speech and language pathologist
 Audiologist

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  Social worker
 Councilor
 Vocational teacher
 Physical training instructor
 Advisor
 Interventionist computer teacher
 Sigh language interpreter
 Psychologist

Therapy Services:

Physiotherapy

Physiotherapy is concerned with identifying and maximizing quality of life and movement
potential within the spheres of promotion, prevention, diagnosis, treatment, intervention, and
rehabilitation.

Psychotherapy

Psychotherapy is a general term for treating mental health problems by talking with a psychiatrist,
psychologist or other mental health provider. During psychotherapy, you learn about your condition
and your moods, feelings, thoughts and behaviors.

Behavior therapy

Behavioral therapy is an umbrella term for types of therapy that treat mental health disorders. This
form of therapy seeks to identify and help change potentially self-destructive or
unhealthy behaviors. It functions on the idea that all behaviors are learned and that
unhealthy behaviors can be changed.

Speech and language therapy

Speech and language therapy provides treatment, support and care for children and adults who have difficulties with
communication, or with eating, drinking and swallowing.

Teacher Services:

IEP: (Individualized Education Plan)

An IEP is designed to meet the unique educational needs of one child, who may have a
disability.

IFSP (Individualized Family Service Plan)

An individualized family service plan documents and guides the early intervention process
for children with disabilities and their families.

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Instructional Strategies:

Different instructional techniques are used for some students with special educational needs.
Instructional strategies are classified as being accommodations, adaptations, and
modification.

Accommodation,

The term "accommodation" may be used to describe an alteration of environment, curriculum format,
or equipment that allows an individual with a disability to gain access to content and/or complete
assigned tasks. They allow students with disabilities to pursue a regular course of study. For example,
the school may accommodate a student with visual impairments by providing a large print textbook;
this is a presentation accommodation.

Examples of accommodations include:

 sign language interpreters for students who are deaf;

 computer text-to-speech computer-based systems for students with visual
impairments or Dyslexia;
 extended time for students with fine motor limitations, visual impairments, or
learning disabilities;
 large-print books and worksheets for students with visual impairments; and
 Trackballs and alternative keyboards for students who operate standard mice and
keyboards.

Adaptation,

Adaptation means a change in the teaching process, materials, assignments or pupil products to assist
a pupil to achieve the expected learning outcomes. Expected learning outcome means the learning
outcomes consistent with the curriculum

Examples of adaptation are;

Skipping subject,

Simplified assignments,

Shorter assignments, extra aids, extended time.

Modification,

The term "modification" may be used to describe a change in the curriculum. Modifications are made
for students with disabilities who are unable to comprehend all of the content an instructor is teaching.
For example, assignments might be reduced in number and modified significantly for an elementary
school student with cognitive impairments that limit his/her ability to understand the content in
general education class in which they are included.

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Special methodology of teaching:

One to one teaching;

One on One Learning was founded with the knowledge that every child learns differently. Taking this
into account, One on One Learning individualizes every service they offer to target the specific needs
of each student.
At One on One Learning, every tutoring program is designed with the intention of accurately
assessing student strengths and weaknesses, identifying deficient skills, and then developing an
instructional learning program to address the individual needs of each student.
Additionally, One on One Learning tutors are in frequent contact with parents in order to keep them
informed of their child’s progress and to discuss the steps necessary to keep them on the right track
towards success!

One on One Learning tutors use multi-sensory approaches to assure instructional methods and
strategies fit an individual student's profile of learning. A variety of teaching methods incorporating
visual, auditory, kinesthetic and tactile learning strategies are used to meet the diverse needs of
students. This individualized approach to improving student learning and achievement has proven
successful time and time again!

Discussion method;

Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas among a
teacher and students or among students for the purpose of furthering students thinking, learning,
problem solving, understanding, or literary appreciation.

Lecture method;

The lecture method is a teaching method where the instructor acts as the primary information giver.
The instructor typically stands in front of the students and may use a visual aid, such as a PowerPoint
presentation, chalkboard or handout.

Demonstration method;

The demonstration method should not be confused with the illustrated lecture method of teaching.
An illustrated lecture involves the use of pictures or other materials to illustrate relationships. Slides,
moving pictures, charts, specimens, or models are often used.

Drill method;

A drill is a classroom technique used to practice new language. It involves the teacher modeling a
word or a sentence and the learners repeating it.

Total communication;

Total Communication (TC) is an approach to Deaf education that aims to make use of a number of
modes of communication such as signed, oral, auditory, and written and visual aids, depending on
the particular needs and abilities of the child.

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Field trip method;

A well-organized trip to a "normal" place is an excellent method of teaching students to observe, ask
questions, and learn in the large classroom. Purpose of Field Trip. It enhances the curriculum.

Services for deaf and hearing loss:

Hearing Aid:

A hearing aid is an electro acoustic device which typically fits in or behind the wearer’s ear and is
designed to amplify and modulate sound for the wearer.

Audiometer:

Audiometer is an instrument for measuring hearing activity for pure tones of normally audible
frequencies. It is also called sonometer.

Ear mold fabrication:

An ear mold is a device worn inserted into the ear for sound conduction or ear protection.

Speech and language therapist

The role of speech and language therapy is to assess and treat speech language and communication
problem in people of all ages to enable them to communicate to the best their ability.

 Loop system (portable and fixed)

 Fire alarm paging system
 Radio aids
 Telecommunications device for the deaf
 Tele-text
 Video cassette recorders that can read and record subtitles (closed captioning)
 Vibrating fire alarm placed under pillow when asleep
 Door bell lighting system
 Coclear implantation
 FM loop system (frequency modulated)

Academic Training:

Today, 3 years after the first full-fledged school opened, over 250 students are studying as ‘Deaf
Reach Schools’. The schools have developed their own curriculum that allows students to learn and
develop at their own pace. FESF also run a one year internship program for teachers who are deaf
through which participants gain valuable practical experience and develop key skills. The majority of
interns, most of whom are graduates of the schools, become permanent employees of the centers.
Today the ‘Deaf Reach Schools’ employ 31 teachers of whom 70% are deaf.

Vocational training and job placements:

Currently 100 individuals are undergoing vocational training with ‘Deaf Reach’. Courses include IT,
beauty and cosmetology, food preparation, sewing and embroidery, FESF aims to find employment

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for 60% of participants by expanding their job placement program, that has already placed over 150
graduates to date.

The longest running employment began in 2005 with KFC. Today there are 6 branches run almost
entirely by the deaf, each requiring only on hearing manager and an employee to take home delivery
orders.

Shell, a more recent partnership, currently employs people who are deaf at two of their stations, with
plans to extend due to success of the program.

Services for Visually Impaired Children

 Interpreter for according to educational needs

 Large monitors can be used with increased DPI for ease of electronic text reading
 E-book readers, such as the Amazon Kindle and table computers, such as the iPad which offer
text-to-speech and adjustable size features.
 Adjustable task lamp, using a fluorescent bulb, shines directly on to the paper and can be
adjusted to suit.
 Bank note reader
 Copyholder holds printed material in near vertical position for easier reading and can be
adjusted to suit.
 Closed circuit television (CCTV) or magnifiers. Printed materials and objects are placed
under a camera and the magnified image is displayed onto a screen.
 Modified cassette recorder. To record a lecture, own thoughts, ideas, notes etc.
 Desktop compact cassette dictation system. To allow audio cassette playback with the aid of a
foot pedal.
 Fusers produce tactile materials for example diagrams and maps, by applying heat to special
swell paper
 Scanner. A device used in conjunction with OCR software. The printed document is scanned
and converted into electronic text, which can then be displayed on screen as recognizable text.
 Standalone reading aids integrate a scanner, optical character recognition (OCR) software,
and speech software in a single machine. These function together without a separate PC.
 Refreshable Braille display. An electronic tactile device which is placed below the computer
keyboard. A line of cells which correspond to Braille text move up and down to represent a
line of text on the computer screen.
 Electronic Note taker. A portable computer with a Braille or QWERTY keyboard and
synthetic speech. Some models have and integrated Braille display.
 Braille embosser: embosses Braille output from a computer by punching dots onto paper. It
connects to a computer in the same way as a text printer.
 Perkins Braille. To manually emboss Grade 1 or 2 Braille.
 Mountbatten Braille. An electric Braille writhing machine.
 Eye Tracking and Head Tracking Devices
 Software
 Customization of graphical user interface to alter the colors and size of desktops, short-cut
icons, menu bars and scroll bars.
 Screen magnifiers
 Screen readers

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  Self-voicing applications
 Optical character recognition. Converts the printed word into text, via a scanner.
 Braille translation. Converts the printed word onto Braille, which can then be embossed via a
Braille embosser.
 Text-to-Speech and Speech-to-text
 Spell checkers and Grammar checkers
 Real-time for the deaf
 Braille
 Tape recorder
 Radio aids

Services for Physically Handicapped Children:

 Walkers
 A frame device used to support someone, such as infant learning to walk or a
convalsent to walk again.
 Artificial limbs
 An artificial limb is called mechanical replacement for a missing limb.
 Crutches including canes
 A staff or support used by the physically injured or disabled as an aid in walking,
usually designed to fit under the armpit and often used in pairs.
 Ramps
 Scooters
 Gait trainers
 Satire lifts and similar devices
 Braces

Services for mentally retarded children:

 Psychologist
 Behavior therapy
 Physio therapy
 Substitute syllabus
 IEP

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 Services Delivery For Exceptional Children on International
Level
Services provided in legislation:

1. Education for All Handicapped Children Act:

Passed by Congress in 1975, this was the first special education law directed at students with
physical and mental disabilities. The law stated that public schools must provide children
with special needs with the same opportunities for education as other children. It also
required any public school that received federal funds to provide one free meal a day for
these children.

The mission of this act was to:

 make special education services accessible to children who require them;

 maintain fair and appropriate services for disabled students;
 institute systematic evaluation requirements for special education; and
 Endow federal resources to public schools for the education of disabled students.

2. Individuals with Disabilities Education Act

The Individuals with Disabilities Education Act, or IDEA, was created in 1990 and is a
modification of the Education for All Handicapped Children Act. This law ensures that
special needs students receive appropriate free public education in the least restrictive
environment necessary to meet those students’ needs. It helps students receive the extra
assistance they need but allows them to participate in the same activities as children without
special needs whenever possible.

3. No Child Left Behind

In 2001, the Elementary and Secondary Education Act, commonly known as the No

Child Left Behind Act, called for schools to be accountable for academic performance of all

students, whether or not they had disabilities. The act requires schools in every state to

develop routine assessments of students’ academic skills. While it does not stipulate that

these assessments meet a national standard, the law does oblige each state to come up with its

own criteria for evaluation. No Child Left Behind provides incentives for schools to

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demonstrate progress in students with special needs. It also allows for students to seek

alternative options if schools are not meeting their academic, social or emotional needs.

4. Individualized Education Programs:

The IDEA maintains that parents and teachers of children who qualify for special education
must develop an Individualized Education Program, or IEP, that helps establish specific
education for a child’s explicit needs. This requires caregivers to meet initially to determine a
child’s eligibility for an IEP and to come together annually to develop and assess the
educational plan.

The student’s educational strategy must be designated in writing and should include an

evaluation and description of the current academic status, measurable goals and objectives,

designation of an instructional setting and placement within that setting and transition

services for children aged 16 or older. An IEP gives parents the right to dispute any issues

with the school district through a neutral third party.

5. Students with Disabilities and Postsecondary School:

The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 forbid
discrimination in schools based on disability. This applies to colleges and universities as well
as elementary, middle and high schools. Many students with special needs go on to study at
the postsecondary level, but the laws are slightly different for postsecondary schools. The law
does not require postsecondary schools to provide a free appropriate public education to
students, but it does oblige schools to offer suitable academic adjustments and accessible
housing to students with disabilities.

Whether you’re a student with disabilities or you’re looking to teach children with
disabilities, it’s important to know special education laws. These laws preserve the rights of
students and their families and help integrate students with special needs into society without
segregating them. Although the laws differ slightly from state to state, the acts passed by
Congress help to standardize the treatment of students with special needs across the country.

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Special education services for exceptional children on international level:

Early intervention services:

Early intervention services and supports designed to help families with children who have
developmental delays or disabilities. Early Intervention builds upon the natural learning that occurs in
a child's first few years of life. It is a process that promotes collaboration among parents, service
providers and others, who are significantly involved with a child. The primary developmental areas
are:

 Ability to move, see and hear - physical development

 Ability to talk, express needs - language and speech development
 Ability to relate to others - social and emotional development
 Ability to eat, dress and take care of themselves - self help (or adaptive) development
 Ability to think and learn - cognitive development

Infants and toddlers qualify for Early Intervention based on the following criteria:

 a 25% or greater delay in at least one area of development;

 a test performance of 1.5 standard deviations below the mean on an accepted standardized
test;
 a medical condition or disease that puts the child at high risk for developmental delay or a
clinician's determination, called informed clinical opinion, that a concern exists even though it
is not indicated by an assessment.

Children DO NOT need a diagnosis of intellectual disability to qualify for Early Intervention services.
All children determined eligible receive free and appropriate services, regardless of the family's assets
or income.

Home based program model:

The Home-Based Educational Support Program supports schools to provide students with severe
disabilities and comorbid fragile health with an educational program when they are unable to attend
their enrolled school, due to the nature and impact of their disability and health needs.

The purpose of the Home-Based Educational Support Program is to:

 assist schools to maintain ongoing relationships with enrolled students with severe disabilities
and comorbid fragile health and their families

 provide eligible students with an education program

 to foster the student’s engagement with school and plan and implement their transition back to
school

Community based services:

A system of care builds not only on the strengths of the child and family, but also on the strengths of
the community where that family lives. Providing community-based services means having high
quality services accessible to families in the least restrictive setting possible. A community-based
system of care requires systems to see the home, school, and neighborhood of the family from an asset
perspective, and to identify the natural supports in these familiar surroundings as part of a strengths-
based approach.

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School based services:

Schools can provide extra help to students who are struggling with the regular curriculum in several
ways, even if a child does not have a diagnosed disability. The teacher in a regular classroom can
informally try different teaching approaches than the one used for the rest of the class. The classroom
teacher can consult with other teachers and provide individual attention or other teaching strategies
without having to have a child get additional testing. This first level of extra help is called response to
intervention (RTI). If a child needs more help than can be provided by the classroom team, a
committee on special education (CSE) might advise using school-supported resources according to a
plan. This type of agreed-on intervention is called a Section 504 plan after the federal law that
describes it. If a child needs to have formal testing to establish learning and language diagnoses and
needs modification to curriculum, the CSE may recommend a formal Individualized Education
Program (IEP). The Individuals with Disabilities Education Act (IDEA) Grants to States Program Part
B gives local schools funding for students aged 3 to 21 years with disabilities who qualify for IEPs.

Residential based services:

A residential service provides accommodation for 4 or more people who live in 1 or more rooms and
individually pay rent. Typically, each resident has the right to occupy 1 or more rooms but not the
whole premises. Residents in a residential service share facilities such as a bathroom or kitchen. Some
services also provide residents with food or a personal care service as part of their accommodation
agreement.

Hathaway-Sycamores Residential Based Services (RBS) is a pilot program, in conjunction with the
State of California, designed to move children out of residential treatment more quickly and back
into their own homes or foster/adoptive homes qualify for IEPs.

Occupational services:

Occupational Therapists are concerned with how people function* in everyday life. Occupational
Therapy focuses on promoting, maximizing and maintaining the skills and abilities of children with a
wide range of abilities and disabilities.

Occupational Therapy in Special Schools

In a special school, we know that children may have varying degrees of difficulty due to a number of
factors. We can support children to develop their daily living skills, for example, dressing, washing,
eating, drinking, preparing snacks, personal hygiene, accessing the curriculum including recording
work, accessing school outings, participation and access to play and leisure activities. There are a
range of specialist teachers skilled in developing children’s abilities and independence via a broad and
practical curriculum. The Occupational Therapist helps support and supplements these skills. What
we hope to provide is an Occupational Therapy Service that enables collaborative working and joint
goal setting and action planning.

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How Occupational Therapy Works Within the School and College

There are various ways the OT will provide a service to the school. This model may help to explain
this:

Universal

This represents all children in the school. They are all likely to have some need to improve their
functional* skills, but these needs can be met through the classroom/ school environment.

Targeted

At this level individuals who need some level of additional support to improve their function. The OT
may carry out a class observation and an assessment giving strategies to the classroom staff.

Specialist Level

At this level those children need specialist support from an Occupational Therapist. The OT will
provide or co-ordinate support for the child.

Referral Process

A completed referral for Occupational Therapy is required for every request for intervention.
Parents/careers can make a referral through teaching staff or other professionals or direct to the OT
(through face-to-face or telephone call discussion). If your child is referred to the Occupational
Therapy Service by a professional, you as parents/careers will be asked to give your consent.

* Functional = We - as humans - are designed to do or to function. Our ability to function in our

environment supports our health and is also affected by our health. So when OTs address function, we
are focusing on ways to support a person's ability to do what they need or want to do in the context of
their daily lives.

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Placement of child:
School use different approaches to providing special education services to identified students.
These can be broadly grouped into four categories, according to whether and how much
contact the student with special needs has with non-disabled students(using north American
terminology).

Inclusion:

The term inclusion captures, in one word, an all-embracing societal ideology. Regarding
individuals with disabilities and special education, inclusion secures opportunities for
students with disabilities to learn alongside their non-disabled peers in
general education classrooms. Inclusive education brings all students together in one classroom
and community, regardless of their strengths or weaknesses in any area, and seeks to maximize the
potential of all students.

 Inclusion is an effort to make sure that diverse learners – those with disabilities, different
languages and cultures, different homes and family lives, different interests and ways of
learning – are exposed to teaching strategies that reach them as individual learners

 Inclusive schools ask teachers to provide appropriate individualized supports and services to
all students without the stigmatization that comes with separation

 Teachers in inclusive classrooms vary their styles to enhance learning for all students.

Mainstreaming:

Mainstreaming is the practice of educating students with special needs in regular classes during specific
time periods based on their skills.[1] This means regular education classes are combined with special
education classes. Schools that practice mainstream believe that students with special needs who cannot
function in a regular classroom to a certain extent belong in the special education environment. [2]
Access to a special education classroom, often called a "self-contained classroom or resource room", is
valuable to the student with a disability. Students have the ability to work one-to-one with special
education teachers, addressing any need for remediation during the school day.

Segregation:

Disabled people of all ages and/or those learners with 'Special Educational Needs' labels
being placed in any form of segregated education setting. For example: separate special
school or college, separate unit within school/college or separate segregated courses within
mainstream education setting Separation: Keeping disabled kids from non-disabled kids isn’t about
protecting kids from disruption, it is about protecting kids from disability. It teaches kids at an early age
that disabled people are different and it legitimizes systemic exclusion.

Exclusion:

A student who does not receive instruction in any school is excluded from school. These
students may receive one on one instruction or group instruction.

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Special schools:

A special school is a school catering for students who have special educational needs due to severe
learning difficulties, physical disabilities, or behavioral problems. Special schools may be specifically
designed, staffed and resourced to provide the appropriate special education for children with
additional needs. Students attending special schools generally do not attend classes in mainstreaming
schools.
Services for Students K-12

Special Education and related services are provided to ensure that students with disabilities
ages 5-21 achieve academic success to the maximum extent possible with non-disabled peers
in the general education classroom. A continuum of services is provided in comprehensive
schools, specialty sites regional programs and developmental centers which allow students to
receive identified services within their home school or in a school as close to their home
community as possible.

Resource Support

Elementary Special Education Instructional Coaches are assigned to specific elementary

schools as part of a collaborative Curriculum & Instruction network team. They work very
closely with special educators and instructional staff to provide guidance in delivering quality
services for students. The SBRT works with schools and families to resolve differences, train
instructional staff in specific strategies and initiatives, advise administration regarding
services and compliance, act as a liaison between the schools and central office staff, and act
as a general special education consultant to schools.

Secondary School Based Resource Teachers (SBRT) is assigned as generalists to a specific

feeder system to support the delivery of special education services at the school level. They
work very closely with special educators and instructional staff to provide guidance in
delivering quality services for students. The SBRT works with schools and families to resolve
differences, train instructional staff in specific strategies and initiatives, advise administration
regarding services and compliance, act as a liaison between the schools and central office
staff, and act as a general special education consultant to schools.

New Teacher Induction Program supports the needs of elementary and secondary special
education teachers new to the field of special education. While they benefit from mentors
that are assigned directly to their schools, new special educators require the specific support
and input from a mentor who is an expert in the specialized instructional and compliance
skills needed to be a master special educator. The Induction Facilitator coordinates training
sessions for new teachers that provide learning opportunities in topics like IEP writing,
specialized instruction strategies, data collection and documentation, delivery of specialized
assessments, classroom management and differentiated instruction.

Least Restrictive Environment Specialists work with schools to assure that students with
special needs are receiving their instruction within the general education classroom to the
greatest extent possible. The specialists assist teachers and instructional assistants in
accessing training that is needed to best support their students. Remaining informed about
best practices, research based interventions and instructional strategies are an important facet
of the LRE Specialist’s responsibilities. If the student’s home school cannot successfully
serve a student, the LRE Specialist works with families to assure that appropriate placements

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are determined to meet student needs. The LRE specialists also coordinate the
implementation, training and use of instructional technology tools as well as assisting in
monitoring the implementation of multiple grants.

Behavior Specialists support school staff in serving students with emotional disabilities and
related issues. The specialists and their technicians work diligently with schools to provide
strategies and techniques to successfully educate challenging students in their home
school. In addition, they work closely with the instructional staff in the self-contained ED
regional classrooms and specialized programs to assure that best practices, instructional
technology and exposure to the voluntary state curriculum are in place. They strive to make
certain that all students benefit from their education regardless of their emotional challenges.

Low Incidence Specialists provide support to schools who work with students with
Autism, Intellectual Disability and Multiple Disabilities. A technician provides follow up
support and direct assistance to school teams and students. The Low Incidence Specialist
and technician work diligently with schools to provide successful strategies and
techniques in order to educate students with low incidence disabilities in their home
school. In addition, they work closely with the instructional staff in the self-contained
Autism and Multiple Intensive Needs Classes (MINC) classrooms to assure that best
practices, instructional technology and exposure to the voluntary state curriculum are in
place. They strive to make certain that all students benefit from their education regardless
of their academic or behavioral challenges.

Literacy Specialists provide support to all schools. They work closely with the
Reading and English Departments. At the elementary level, the Literary Specialist along
with her technicians assist school teams to determine appropriate reading interventions
for students who have not made progress in the core reading program. Direct support and
training is provided to school teams. In addition, assistance is provided to specialty sites
for students who require alternative reading programs. In the secondary schools the
literary specialist assists schools in determining and putting specialized reading
interventions in place for those students with disabilities who have not made adequate
progress with less intense reading interventions.

A Social Skills Specialist for High Functioning Autism (HFA) provides

support and direct service to school teams K-12 as they work with students with autism
who require social skills support and strategies. Building Bridges, a social skills guide
developed through AACPS is a tool that is frequently used with students. In addition, the
Social Skills Specialist provides assistance to school teams who need parent or student
community resources.

A Transition Specialist assists middle and high schools in developing meaningful

and student driven transition plans for students age 14 and up. Transition services for
students moving into the 8th grade are critical to transition to adult life. This specialist
works very closely with 5 transition facilitators and their job coaches as well as

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technicians in preparing and supporting enclave training and supported employment
within the community. The Transition Specialist also supports the Anne Arundel
Community College program which serves students with significant disabilities on the
college campus.

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