Related Services

About

Barrington 220 is committed to providing students with identified special education needs with the services and support that they need to benefit their education. Related services are identified by the Individualized Education Program (IEP) team and are documented in the student’s IEP. Related services are provided to help students make progress toward their annual goals, make progress in the general education curriculum, participate in extracurricular and non-academic activities, and participate in activities with both disabled and non-disabled peers. Barrington 220 offers a wide range of related services designed to meet students’ needs.

IDEA requires that school districts provide whatever related services (other than medical care which is not for diagnostic purposes) a child needs in order to benefit from his or her special education program. Related services are support services that may include, but are not limited to, speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation, early identification and assessment, counseling, rehabilitation counseling, orientation and mobility services, school health services, social work services, parent counseling, and training. (Source: ISBE).

For more information, please contact Dr. Jordan Anderson, Executive Director of Student Support Services at janderson@barrington220.org.

Adapted Physical Education

Adapted Physical Education (APE) is an alternative physical education program that involves modifications and/or accommodations for students within the regular physical education program. Adapted PE programs are usually provided directly in the general education PE class. If you have questions about APE, please contact your child’s case manager.

https://ncpeid.or g

Assistive Technology

About

In Barrington 220, we are committed to providing tools for all students to access the curriculum. We follow a UDL (Universal Design for Learning) approach and have many tools, programs, apps and resources available for all students to access. In special services, every team considers the need for AT for all students with IEPs and 504 plans. They consider tools and programs that the student may need to promote independence in their area(s) of need. We have created consideration forms to assist teams with the Assistive Technology (AT) consideration process. It is important to look at the student's individual needs throughout this process.

What is Assistive Technology?

Assistive Technology Device-from the Individuals with Disabilities Education Act Section 300.5 Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted or the replacement of such device.

Per the above definition, an assistive technology device can range from commonly available tools such as a highlighter, word bank, graphic organizer, calculator, number line, adapted paper, visual schedule and word processor to more specialized tools such as a dynamic display communication device, speech recognition software, text-to-speech extension, electronic magnifier, mounting equipment and hearing assistive technology systems.

Assistive Technology Services-From the Individuals with Disabilities Education Act Section 300.6 Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

With the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997, and pursuant to IL Public Act 100-0993, the IEP team is legally obligated under IDEA regulations to consider assistive technology during the development of an Individualized Education Program (IEP) teams are required to consider assistive technology devices and services as a special factor in the development, review, and revision of IEPs for students with disabilities.

What is the process for considering AT?

It is the responsibility of every IEP team to consider the student's need for assistive technology at least one time a year at the annual review. Consideration is based on the individual IEP goals of a student. Assistive technology tools and services must be described in the accommodations portion of the IEP. The IEP teams may also document the AT Consideration conversation in the additional notes page of a student's IEP. Click here to access our new AT Consideration form. This form must be filled out for every student with an IEP prior to or during their annual review each year. We welcome parent involvement from the start of the process until the end!

Contact

For more information about Assistive Technology in Barrington 220, please contact Assistive Technology Coordinator Kelly Key at kkey@barrington220.org. You can also find helpful information by visiting the Infinitec website and the Illinois Assistive Technology Program website.

Health Services

Occupational Therapy

Occupational therapy services for students with special needs are determined through the IEP process. School-based occupational therapy is available for students who are eligible for special education services. Occupational therapists complete assessments and work with other members of the school-based team to help determine what is needed for a student to receive a free appropriate public education in the least restrictive environment. They collaborate with other members of the education team to identify a student’s annual goals and determine the services, supports, modifications, and accommodations that are required for the student to achieve these goals. When the IEP team determines that occupational therapy is needed for a student in order to meet his or her annual goals, then occupational therapy should be included in the student’s IEP.

Based on ISBE guidance, school-based OT services focus on enhancing a student’s independence and participation in educational programming by developing skills related to self-care, fine motor and written communication, academics, social participation, and daily living activities, while also adapting the environment, routines, and tasks as needed.
Source: https://www.isbe.net/Documents/occupational_therapy.pdf
American Occupational Therapy Association

Physical Therapy

School-based physical therapists work as part of the educational team to assist the student in benefiting from their educational program. This includes the ability to move safely throughout the school environment, maintain sitting and standing postures, and participate in various motor activities at school.

Based on ISBE Guidance, school-based PT services support a student’s physical access and participation in the school environment by improving mobility, posture, endurance, motor skills, and overall functional movement, often through physical capacity building, assistive technology, and environmental modifications to maximize independence and engagement throughout the school day.
Source: https://www.isbe.net/Documents/occupational_therapy.pdf
https://www.apta.org/

School Psychology

School psychologists are knowledgeable about child development, mental health, education, and learning. Their training allows them to provide a broad range of services within schools. Through collaboration with teachers, parents, and other professionals, school psychologists work toward meeting the individual socio-emotional and academic needs of each student. School psychologists are active participants on support teams that use a Multi-Tiered Systems of Support (MTSS) framework to identify areas of concern, collect and analyze relevant information, and develop strategies and interventions to help all students be successful. Psychological services include the following: consultation, evaluation, prevention, evaluation, and data-based decision-making and accountability.

Social Work

School social workers work with students to support their social emotional and behavioral needs within the school setting, when there is an adverse impact on educational functioning. Social work services in schools include the following:

Individual and small group sessions to address social-emotional needs
Preventative, classroom-based instruction to support student needs
Partnering with school and community resources to provide support within the school environment
Assisting in the development of positive intervention plans and strategy implementation
Assessment through observation, standardized assessment, and interviews
Preparing a social or developmental history of a child with a disability

Illinois School Social Work Association

https://childmind.org

Speech Language

Speech-Language Pathology services are provided by speech-language pathologists to address the needs of students with disabilities that affect speech and/or language skills. Students may receive speech-language services as a primary service (under a “speech-only” IEP) or as a related service. Students are eligible to receive speech-language services when they demonstrate a disability that impacts educational functioning. Speech and language services include the following:

Screening, evaluation, and diagnosis of children with speech and/or language impairments
Provision of speech and language services
Counseling and guidance for parents, children, and teachers regarding speech impairments
Consultation with private providers to support students within the public school setting

https://www.asha.org/

Transportation

Some students may be eligible to receive special transportation to and from school as a related service, per their IEP. Students are typically eligible for special transportation if:

The student attends a special education program that is not located at their school
Due to their disability, they would be unable to get to school independently in an age-appropriate manner. Although not exhaustive, examples of disabilities that might prevent a student from getting to school independently include cognitive impairments, autism, and/or physical impairments that impact a student's gross motor skills/ability to ride the bus.
The student is attending the Barrington Early Learning Center as a special education student.

Vision & Hearing

A Hearing Itinerant provides specialized special education services to students who are deaf or hard of hearing across the district. They conduct and assist with evaluations, assess students’ academic and auditory strengths and needs, participate in IEP development and placement recommendations, and provide direct instruction within general education settings. They also collaborate with families and multidisciplinary teams and offer consultative support to staff.

A Vision Itinerant Teacher provides specialized special education services to students who are blind or visually impaired across the district. They assist with evaluations by assessing students’ academic functioning and visual strengths and needs, participate in IEP development and placement recommendations, and provide direct instruction within general education settings. They also collaborate with families and multidisciplinary teams and offer consultative support to staff.

https://www.isbe.net/Pages/Deaf-and-Visually-Impaired.aspx
https://idhhc.illinois.gov/