2. Frequently used terminology
IEP- Individualized Education Plan
MDT- Multiple Disciplinary Team
IFSP- Individual Family Service Plan
IDEA- Individuals with Disabilities Education
Act
EI- Early Intervention
3. What is an IEP
A written LEGAL document
It describes special education services for a
child with special needs
It details how the child is currently performing
It acts as a way to measure goals and
progress
It is valid for one year
Each year a new meeting is held to discuss
issues and progresses
4. Each IEP is different for each
child
Individual goals and related services
are described in detail
Levels of service vary dependent on
need and ability to perform
SDI’s are included to provide
accommodations for success in the
classroom
5. What are Related Services?
Occupational Therapy
Typically supports an educational goal set by the
teacher, but can be independent
Can provide SDI intervention- provides
accommodations in the classroom (such as wiggle
cushions, extended time for test taking, modified
homework)
Physical Therapy
Speech Therapy
Learning Support services
Transportation services
6. Who writes the IEP?
The IEP is put together by a Multi Disciplinary
team
This can include:
Parents and Caregivers
The child’s primary Teacher
The child’s learning support teacher
Related Service providers (OT, ST, PT)
Psychologist
Guidance Counselor
7. How is the “Plan” made?
Each professional
completes
evaluations in their
discipline area
Typically, School
Psychologists
determine
“disability”
This “label” follows
the child throughout
their school life- FYI-
this can change
9. Occupational Therapists
Complete Occupational Therapy testing. This
can include (but is not limited to):
The BOT 2
The FAST (Functional Assessment Tool)
The Quick Neurological Screening
Sensory Profiles
The BOLD writing assessment
Observation
10. Physical Therapists
Assess the ability for the child to function and
be successful in the classroom
Provide adaptive equipment (such as walkers)
Work on balance and safety
11. Speech Therapists
Various Language Scales
Observation
The Clinical Evaluation of
Language Fundamentals
12. What is an MDT meeting?
Multi-Disciplinary Team
An MDT meeting happens before
the Initial IEP.
This includes all of the evaluations
from the “team”
Parents, related service providers
(OT, PT, ST, Vision therapist, or any
other provider to the child) are
present
Each discipline explains their
respective information
13. More about MDT meetings and
reports
An initial evaluation requires a
meeting
These are held thereafter every 3
years (Or if new data is needed)
and called a re-evaluation
Following the initial meeting, an IEP
is held yearly without the need for
an MDT meeting (but it can be
requested by team members or the
parent)
14. IEP Meetings- What to expect
A large group, the “team”, to all
discuss goals
Typically ran by the Special
Education teacher, Learning
support teacher, Speech Therapist,
or Regular education teacher
Many present in the room, including
parents and related service
providers
15. IEP Meetings- Things to
remember
Especially in a new evaluation,
remember all the information is
NEW to the parent
They may or may not be pleased
with the findings
Be SENSITIVE to their
understandings
Be PROFESSIONAL in your
explanation, but steer away from
too much “OT jargon”
16. Things to remember….
Be prepared to answer questions
about progress
Bring work samples and charts
If you have to discuss negative
behaviors, do so while including a
positive attribute
Example, “Jimmy often struggles
with attention, but when focused he
does well with…..”
17. What NOT to do
Do NOT speak down to a parent or
over another professional
Do NOT openly disagree with
placement or another professionals
findings in the meeting
There is a time and place to discuss
disagreements, NOT in front of the
parent who may already be
overwhelmed
18. What NOT to do
Do NOT assume a parent knows
what you are talking about
Do NOT assume a parent does not
know what you are talking about
Be patient and read the meeting as
to what is appropriate
Example “A mother who has 2
children on the Autistic spectrum,
but does not know about sensory
issues”
19. What TO DO
Introduce yourself professionally
and politely
Shake the parents hand!
It is appropriate to make small talk
prior to the meeting starting to ease
any tension- remember
appropriate!
Slowly go through goals and
progress
Give the parent and team the
opportunity to speak after each goal
20. What to DO
Be compassionate about what you are saying
Go over progress reports, goals, and work
samples PRIOR to the meeting
Maintain eye contact with the parent
YOU SHOULD KNOW the child’s general
capabilities WITHOUT reading off of a paper!
Make appropriate suggestions of ways to help
at home, without sounding demanding!
21. Detailed parts of the IEP
General information page. Contains
geographical information, birthdate, parents
name, dates of IEP, and expected graduation
date
Signature page- IMPORTANT! In order to be
considered attending the meeting and
approving, you must sign the signature page!
All participants will sign
22. **After an initial MDT meeting, the
parent has the right to review the
information prior to agreeing with the
reports.
According to PA state law, the parent
then has 10 days to either agree or
disagree
There is a page at the beginning of an
IEP that is a waiver- The parent can
choose to waive the 10 days and hold
the meeting immediately following
They must SIGN and date to agree to
waive the 10 day period
Details continued……….
23. Medical Assistance Page
Certain cases may qualify the
school district with reimbursement
for therapy services
An electronic site allows for service
providers to enter information each
time they see a student
Then, if approved, the state will
reimburse the school district for
services provided
24. Reimbursement Forms
Must be signed by your
OTR!
Be mindful of information
inputted, although time
consuming, do not give the
opportunity to get denied
for reimbursement
Be clear and professional
Example “Johnny doesn’t
write well” vs
“Johnny’s fine motor skills
are inconsistent and
require additional sessions
to address legibility”
25. On the IEP….
A parent must sign to give the school
permission to correspond with outside
agencies
This does NOT effect their insurance
They will NOT be billed for services
This only allows/gives permission for the
school to share information
Know your HIPPA rules!
26. Quick HIPAA information….
HIPAA- Health Insurance Portability and
Accountability Act
US law designed to protect privacy and medical
records
There are in depth regulations (can be found at
www.hhs.gov)
This law protects patients rights! Do NOT disclose
personal information to anyone other than the parent
and Multi-disciplinary team!
Do NOT email, Facebook, Instagram, Snapchat, etc..
ANY personal information about a child without
permission from the parent. Even then, be mindful!!!!!
27. “Special Considerations”
This section provides information about
special needs which must be addressed in the
meeting
It asks questions such as: “Is the student
visually impaired? Is the student deaf or hard
of hearing? Does the student have a
communication need? Does the student need
assistive technology? Does the student have
limited English Proficiency? Does the student
exhibit behavior problems that effect learning?
(FBA)
28. Functional Behavior
Assessments
Gathers data in regards to behavior to
determine when the behaviors are
happening and possible antecedents
Puts together a Plan to follow positive
interventions that would reduce
behavior, identify substitute behaviors
in place of negative actions, acts as a
form of communication between
parents and teachers
More information about FBA’s can be
found at:
www.behavioradvisor.com/FBA.html
29. Present levels of Academic Achievement
This area contains assessments
and progress towards goals
In the initial IEP, this section will
contain the majority of information
in regards to educational testing (for
example reading comprehension
and math scores)
30. Present levels of Functional
Performance
This area is IMPORTANT to you!
This is where you will add in
information about present levels
related to OT
You will also find progress in other
related services
In the initial IEP, this is where you
will place the summary of
evaluations. Following, you will
input information about updates that
will follow through each year
31. Parental Concerns
This section relates to issues the
parent is seeing with the child and
wants the IEP team to address
It can range from one sentence to
multiple paragraphs dependent on the
student and involvement of the parent
The IEP is a LEGAL document, if a
parent displays concerns in YOUR
AREA you must discuss and address
them appropriately! (Later we will talk
about due process and court cases)
32. How the student’s disability affects
involvement
Here you will find what is being
done to make the student
successful
Areas such as strengths, function
and academic needs, and
development will be discussed
33. Transition Services
This area addresses how the team can
improve academic and functional
achievement when they move from
school to postsecondary education
Post-school goals- focuses on
postsecondary goals that address
education, training, employment,
independent living, etc. OT can be
involved in this process, it is extremely
important to know about these services
and be able to make recommendations
as needed to make the student
successful when transitioning out of
school
34. State and Local Assessments
Each year students are required to
take mandated assessments
Some students are given
accommodations for these tests
This can include longer time for
questions, dictation, sensory
breaks, etc.
Students CANNOT be pulled out of
these tests for treatment sessions
Each school is different
35. Goals and Objectives
Extremely important!!!!
This is where you will input your goals for each
student
They should contain a long term goal and several
short term goals
Although your OTR will complete the evaluation,
YOU may be responsible for goal writing
Each goal is tracked quarterly for progress
We will discuss progress reporting in further detail in
a later section
Goals are included in this area from ALL related
service providers and learning support
They can include writing skills, attention, and
academic issues
BE FAMILIAR with each students capabilities
36. Program Modifications and
Specially Designed Instruction
(SDIs)
Very important component for OT skills
Includes things such as extended time,
sensory input, sensory breaks, tactile paper
use
Remember, suggestions in this area MUST be
followed through upon by the referring
discipline
If you are suggesting an SDI, work with the
teacher to make sure it is followed through
upon!
Again, the IEP is a LEGAL document!!!
37. Related Services
This is YOU!!!! OT is a related service provider
In this section, you will add in your level of service
(LOS)
This ranges on student need. It can be weekly,
monthly, quarterly, yearly, etc.
Sessions can be direct and one on one or even
groups
This is where you can add in your “notes” about
any missing sessions (example “…will receive OT
sessions weekly with the exception of scheduled
breaks/holidays, student absences, etc.”)
38. Supports for School Personnel
This is also an important part of OT services
Students who do not qualify for direct treatment may receive
it on a “consultative basis”
Consultative services means that YOU work with the teacher
and professionals for accommodations
An example is an OT providing sensory intervention for better
focus or tactile paper for improved baseline seating
Because the teacher is with the student everyday, Support
services are essential for success!
It is OUR JOB to teach our teachers HOW and WHAT to do
to improve any issues
Take your time speaking with teachers. They may or may not
be in the “loop” as to current research and accommodations.
Be patient and give as much information as you can!
39. Gifted Support Services- GIEP
A GIEP is an IEP for a student who is gifted
It outlines special goals and instruction for
students tested as gifted
It provides a challenge to students in the
regular education curriculum
Again, a GIEP is a LEGAL document!
Although working with a student with a GIEP is
not common, it does happen. Be prepared to
help with skills
40. ESY- Extended School Year
ESY is for students who need instruction over the summer months
It was designed for those who will not retain information without
continued instruction
It is NOT summer school for students failing a grade
It is continued instruction for students who need it
Related service providers (Yes OT!) continue to provide services
over the summer months
Depending on who you work for, this may be a different COTA/OT
Keep your notes documented for each student, so you can hand
over a soft chart/file/copies/student work to give to the person
covering OT
Nothing is worse than working in an ESY setting WITHOUT
information about student performance!
If a therapist is working blindly on goals, half of the time is spent
assessing rather than treating
41. Educational Placement
Although different for all school districts, often
the specialized classrooms will be spread out
among the schools
This means that a student may live on one
side of town but attend a different school
dependent on need
There are various kinds of specialty
classrooms, and based on IQ testing,
academic testing, and need a student may be
bused to a preferred setting
42. Different kinds of classrooms
LS- Life skills rooms- These classrooms are
for students with an IQ of 70 or lower (if
appropriate)
They work on life skills but still contain an
academic component
The pace is slower, and many of the students
are working 2 to 3 grade levels lower than their
age
43. Different kinds of classrooms
AS- Autistic Support- These classrooms are specialized to
handle Autism and Autistic behaviors
They may also provide VB (verbal behavior) instruction that is
specifically designed for each student with intensive
“mapping”
They often have multiple sensory breaks and a sensory room
for students
*** NOT all Autism students will be in an AS room! This is
dependent on need and ONLY if the student cannot be
successful in the regular education classroom
The goal is to have a student in the regular education
classroom with SUPPORTS
These specific rooms are for those who cannot function
appropriately in the regular education setting
44. Different kinds of classrooms
ES- Emotional Support- These classrooms are
specifically for children classified with an
“emotional disturbance”
These children can be aggressive and have
difficulty socially
Special support is provided to teach them
academically, but also focus on social skills
lessons
45. Different kinds of classrooms
MDS- Multiple Disability Support rooms- These
classrooms are for students who have
significant medical needs
They are often in wheelchairs, may be tube
fed, non verbal, and extremely delayed
The teachers in this room work on basic skills
(example- holding a cup)
Disabilities and abilities vary (example- down
syndrome and paraplegic)
46. What if the school district cannot
provide an appropriate placement?
Specialty schools are located throughout the
county
Schools such as NHS, John Paul II, New
Story, provide specialized instruction and
environments for children who cannot succeed
in their school districts
COTA’s can be employed by these schools!
Also, COTA’s can work for a school district and
be asked to cover special cases at a specialty
school
47. Student success
All of the previous rooms are designed to give
each student the opportunity to succeed where
it is appropriate
As part of the IEP team, you are able to
discuss placement, however you MAY NOT
make suggestions to parents
As COTAs, it is not our responsibility to
determine placement
We can provide our professional input
48. Educational Placement
The IEP will define where the student should
be appropriately placed
The IEP goes into further detail as to the
amount of time spent in the classroom vs. the
amount of time spent within the regular
education setting
INCLUSION means that the child will be in the
LRE (Least Restrictive Environment)
It is very important that even kids who are very
low academically, still interact with “on level”
peers
49. More about LRE
http://www.parentcenterhub.org/repository/plac
ement-lre/
50. IEPs vs. 504 Plans
https://www.youtube.com/watch?v=A9TgDgHf
dlY
51. 504 Plans
504 plans are used to make accommodations
for a child who may not need an IEP and does
not qualify for special education services
504 plans aide in the opportunity to give the
student rights to education with appropriate
changes
52. Advocates, Due Process, Court
Cases
Advocates- are sent to represent parents in cases
where they do not feel their children are being
appropriately treated or given the proper
accommodations
Advocates are not OT’s! Although very familiar with
the law and many OT related goals, WE are the
professionals working with the children and it is our
job to recommend proper level of service and goals
With that being said, parents are STILL and ALWAYS
in the number one position to assist in making
recommendations
A COTA can push for a level of service, but the parent
should be involved and in agreeance
54. Progress reports
Completed quarterly by OT and other related service
providers as well as learning support/academic skills
**Not all OT students will need progress reporting
It is completely acceptable to SUPPORT teachers goals, and
not have an independent OT goal
In this scenario, a formal progress report is not required
If an OT goal is independent, it must be tracked by YOU!
It can be as simple as 2 sentences about progress, or
extensive
It can be completed electronically or written and shared with
the parent at conferences
Although not required, you are able to attend parent
conferences to discuss OT progress
55. Things to remember
“School OT” and “Outpatient OT” are 2 different disciplines
Goals can vary
Qualifying for school related OT means that the student is
having difficulty participating and it is effecting their academic
needs
It is GREAT to open the lines of communication between
yourself and an outpatient therapy service provider
Working as a TEAM is not required, but will help carryover
services and goals
This can mean a simple email throughout the school year
DON’T FORGET to get required HIPPA release forms signed
by the parent to allow communication of personal information
between you and ANY other professional OUTSIDE of the
MDT. Also- be mindful of any information sent through emails.
Use initials and refrain from being very specific.
56. Things to remember
Be PATIENT with parents. Most of the time, they have the best intentions and just
want what is best for their child
Remain professional in meetings, but continue to utilize your “therapeutic use of self”
to be sensitive and likeable
Put aside personal preferences and respect cultural differences (example- a family
may not want support)
Be familiar with the student BEFORE the meeting. Read over old notes, look at work
samples, etc. If this is your first meeting with the family, read the evaluation report. It
is very stressful for the families and watching you read word for word about their
child leaves a sense of disconnect
Be ready to encounter difficult parents and advocates. Some will challenge
everything you say. Remain confident in your profession!
Bring up concerns with your team, not in front of the parent if it is not appropriate.
Remember, a parent DOES NOT want to hear negative things about their child!
Arrive ON TIME to meetings (On time=5 to 10 minutes EARLY!)
Make sure to open the floor for parental concerns throughout your explanations
Provide email/phone contact to the parent to call/email if they have future questions
57. Do’s and Don’t of Meetings
https://www.youtube.com/watch?v=CHCTGRw
1oKo&feature=em-share_video_user
58. References
Center for Parent Information and Resources. (n.d.). Retrieved from
http://www.parentcenterhub.org/repository/placement-lre/
Health Information Privacy. (2015). Retrieved from
http://www.hhs.gov/hipaa/index.html
H. (2015). The Difference Between IEP and 504 Plan. Retrieved
from https://www.youtube.com/watch?v=A9TgDgHfdlY
FBA: Functional behavior assessment. (n.d.). Retrieved from
http://www.behavioradvisor.com/FBA.html
Forms. (n.d.). Retrieved from
http://www.pattan.net/Search?st=global
IDEA Special Education Due Process Complaints. (n.d.). Retrieved
from
http://www.directionservice.org/cadre/pdf/DueProcessParentGuideJ
AN14.pdf
K. (2016). The Basic Do's and Dont's of IEP meetings - produced by
Julia Clark. Retrieved from
https://www.youtube.com/watch?v=CHCTGRw1oKo
Notas del editor
Beginning course details and/or books/materials needed for a class/project.