Description:
The purpose of this workshop is to examine how school-based services differ from the medical model and emphasize the importance of providing FAPE within the LRE. Participants will examine the decision-making process and service delivery models used in school-based practice. Collaborative activities examining the decision-making process and IEP documentation will be used to support the material.
Credits:
ASHA CEUs: This course is offered for 0.25 ASHA CEUs (Introductory level).
AOTA CEUs: This course is offered for 0.25 AOTA CEUs
Presenters:
Linda Okonsky, MS, OTR/L, is Clinical Manager for The Stepping Stones Group. She provides therapist support and mentoring and assists in the trainings for continued competence and best practice strategies for school-based therapists. Linda has been practicing OT for more than 20 years, working with children in the clinic and school settings. She has worked as an adjunct professor for both master’s level and entry level doctoral programs in the Philadelphia area.
Karen L. Bilbao M.A. CCC-SLP, has served in many aspects of special education service delivery, including as a speech language pathologist, special education teacher, child study team member and director of special services. She moved on to building administration at both elementary and secondary levels and finally to the district level as assistant superintendent and superintendent of schools. She is currently a clinical manager for The Stepping Stones Group Healthcare, providing therapist support and mentoring, as well as assisting in trainings for continued competence and best practice strategies for school-based therapists.
Financial Disclosure: Other than being paid as an employee of The Stepping Stones Group, Linda and Karen have no other relevant financial relationships to disclose.
Non-Financial Disclosure: No relevant non-financial relationship exists
Learning Outcomes:
As a result of this seminar, participants will be able to:
- Discuss their understanding of the rights of students with disabilities to have FAPE.
- Explain what it means for students with disabilities to be instructed and receive related services in the LRE.
- Describe at least 2 benefits of in-class service delivery models vs. pull-out.
- Identify at least 2 ways IEP documentation differs from documentation in the medical model.
Agenda:
- 5 mins: Welcome and introduction to learning objectives.
- 40 mins: Review of key terms and principals in special education code.
- 30 mins: Service delivery models.
- 30 mins: Decision making for related services.
- 40 mins: Collaborative activities: IEP Documentation.
- 5 mins: Q & A
SSG does not endorse specific treatments or advocate for one approach over another. Each professional should determine which approaches and services are appropriate for students on their caseload and align with your district policies and procedures.