Related Service Provision: Mistaking Quantity with Quality
Date/Time
4/25/2024 - 4/25/2024
8:30 AM - 4:30 PM Central
8:30 AM - 4:30 PM Central
Event Registration
Event Description
Strands:
Session Summary:
Have you ever wondered while sitting in an IEP meeting discussing need, how quickly related services add up? Is this more-is-better approach confusing quantity with value; providing isolation of services; and, most importantly, is it educationally relevant and necessary? As we develop IEPs, teams must work together to provide appropriate education for students with disabilities and be aware of the purpose and parameters of providing related services.
Session Description:
Have you ever wondered while sitting in an IEP meeting discussing need, how quickly related services add up? Is this more-is-better approach confusing quantity with value; providing isolation of services; and, most importantly, is it educationally relevant and necessary? As we develop IEPs, teams must work together to provide appropriate education for students with disabilities and be aware of the purpose and parameters of providing related services. The “magic” doesn’t occur in the quantity model, it manifests when the quality of services and related supports for a student do not belong solely to the related service provider. Related means connected, so related services MUST be directly linked to the current services being provided to enable the student to make progress. Isolation of related direct services with no connection to the IEP goals and services is a siloed medical model and not appropriate for the educational environment.
Learner Objectives:
Rebekah Helget has been a Special Education Director in the state of Kansas for 10+ years. She has served in many leadership roles throughout the state, as the KASEA (CASE) President and Special Education Advisory Council (SEAC) President. One of her favorite roles is being an active mentor of the Kansas Educational Leadership Institute (KELI) mentoring program, mentoring new directors across the state. Throughout the years, related services has been a hot topic regarding the significant increase in services and the decline in providers. This led to many conversations and development of professional development to support the needs of students and and staff. Over the past 5 years, Rebekah has been asked to present on related services across the state of Kansas, neighboring states as well as in Guam in 2018. Her passion for Special Education is contagious and hard to keep up with, but once you catch the spark you'll be on fire too. Rebekah has no relevant financial or non-financial disclosures.
- Instructional Practices – Educationally relevant services
- Innovative Practices in IDEA Implementation – Tools to guide an educational vs. medical model of service delivery
Session Summary:
Have you ever wondered while sitting in an IEP meeting discussing need, how quickly related services add up? Is this more-is-better approach confusing quantity with value; providing isolation of services; and, most importantly, is it educationally relevant and necessary? As we develop IEPs, teams must work together to provide appropriate education for students with disabilities and be aware of the purpose and parameters of providing related services.
Session Description:
Have you ever wondered while sitting in an IEP meeting discussing need, how quickly related services add up? Is this more-is-better approach confusing quantity with value; providing isolation of services; and, most importantly, is it educationally relevant and necessary? As we develop IEPs, teams must work together to provide appropriate education for students with disabilities and be aware of the purpose and parameters of providing related services. The “magic” doesn’t occur in the quantity model, it manifests when the quality of services and related supports for a student do not belong solely to the related service provider. Related means connected, so related services MUST be directly linked to the current services being provided to enable the student to make progress. Isolation of related direct services with no connection to the IEP goals and services is a siloed medical model and not appropriate for the educational environment.
Learner Objectives:
- Increase confidence that support service decisions are educationally relevant and necessary
- Apply essential criteria when making service recommendation ensuring educational relevance and necessity
- Review methods for collaborative, team-based decisions for services
Rebekah Helget has been a Special Education Director in the state of Kansas for 10+ years. She has served in many leadership roles throughout the state, as the KASEA (CASE) President and Special Education Advisory Council (SEAC) President. One of her favorite roles is being an active mentor of the Kansas Educational Leadership Institute (KELI) mentoring program, mentoring new directors across the state. Throughout the years, related services has been a hot topic regarding the significant increase in services and the decline in providers. This led to many conversations and development of professional development to support the needs of students and and staff. Over the past 5 years, Rebekah has been asked to present on related services across the state of Kansas, neighboring states as well as in Guam in 2018. Her passion for Special Education is contagious and hard to keep up with, but once you catch the spark you'll be on fire too. Rebekah has no relevant financial or non-financial disclosures.
Location
TBD
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| 4/25/2024 - 4/25/2024 |    |
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