A Closer Look A Specific Related Services

Part II. A Closer Look at Specific Related Services

Perhaps the best way to develop an understanding of related services is to look at each in more detail. Because there are quite a few services that can be considered as "related services" the information presented about each of the following related services is intended only as an introduction. It is not the intent of this document, just as it is not the intent of the law, to exhaustively describe each related service. It may be helpful, however, to read further about the services in order to know what related services are most commonly provided to students with disabilities and, in some situations, their families. The related services described below are organized in alphabetical order.

Artistic/Cultural Programs

Artistic/cultural programs are specifically mentioned in Attachment 1 of the Federal regulations for IDEA '97 as "other developmental, corrective, or supportive services (such as artistic and cultural programs, art, music, and dance therapy) if they are required to assist a child with a disability to benefit from special education in order for the child to receive FAPE" (U.S. Department of Education, 1999, p. 12548). Artistic and cultural programs are designed by art therapists, dance therapists, and music therapists to address the individual needs of students with disabilities. These professionals:

• assess the functioning of individual students;
• design programs appropriate to the needs and abilities of students;
• provide services in which music, movement, or art is used in a therapeutic process to further the child's emotional, physical, cognitive, and/or academic development or integration; and
• often act as resource persons foreclassroom teachers.

Art therapy with disabilities with a means of self-expression and opportunities to expand personal creativity and control. By involving students with art and the creative art process, art therapists work to help students address their unique needs, which may include resolving emotional conflicts, developing self-awareness or social skills, managing behavior, solving problems, reducing anxiety, and improving self-esteem (American Art Therapy Association, 2000).

 Dance/movement therapy movement as a means for promoting personal growth and furthering the emotional, cognitive, and physical integration of an individual (American Dance Therapy Association, 2000). Dance therapy can develop and promote good posture, discipline, concentration, coordination, agility, speed, balance, strength, and endurance.

 Music therapy music-related strategies to assist or motivate a student to reach specific educational goals as well as address his or her physical, psychological, cognitive, behavioral, and social needs (American Music Therapy Association, 2000). Music and music learning are often used to strengthen nonmusical areas such as academic skills, physical coordination, communication, sensory-motor development, expression of emotions, and stress reduction.

Assistive Technology Devices and Services

Assistive technology (AT) refers to various types of devices and services designed to help students with disabilities function within their environments. Many areas are covered under the umbrella of assistive technology, including computers, adaptive toys and games, devices to improve positioning and mobility, devices designed to help individuals with disabilities communicate (called augmentative communication devices and electronic aids to daily living (RESNA Technical Assistance Project, 1992).

An 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" (§300.5). Assistive technology devices may be used for personal care, sensory processing of information, communication, mobility, or leisure. For young children, assistive technology may involve adaptive toys or simple computer software games to stimulate eye-hand coordination (Derer, Polsgrove, & Rieth, 1996). For other children, it may involve adaptive eating utensils, electronic augmentative communication devices, or a voice-activated word processing software program.

An 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" (§300.6). School districts are responsible for helping individuals with disabilities select and acquire appropriate assistive technology devices and for training them in their use, if doing so is necessary for them to receive FAPE (§300.308). Such services include:

• evaluating a child's needs, including a functional evaluation in the child's customary environment;
• purchasing, leasing, or otherwiseproviding for the acquisition of assistive technology devices by children with disabilities;
• selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
• coordinating and using other therapies, interventions, or services with assistive technology devices (such as those associated with existing education and rehabilitation plans and programs);
• training or technical assistance for a child with a disability or, if appropriate, the child's family; and
• training or technical assistance for professionals (including individuals providing education or rehabilitation services); employers; or other individuals who provide services to, employ, or are substantially involved in the major functions of that child. (§300.6)

Rothstein and Everson (1995) suggest several guidelines for decision making regarding assistive technology, including:

• look for simple solutions;
• consider the learning and work style of the student; consider the long-range implications of the student's disability and the device;
• look at each device for ease of use and maintenance, timeliness, adaptability, portability, dependability, durability, and technical support needed;
• investigate all options;
• compare similar devices from different manufacturers, and
• purchase devices only after consulting with a professional.

Consideration of a child's need for assistive technology devices and services occurs on a case-by-case basis in connection with the development of a child's IEP. Thus, when an IEP of a student with a disability is being developed, reviewed, or revised (if appropriate), the IEP team must determine his or her need for an assistive technology device or service, determine those devices that will facilitate the student's education, and list them in the IEP. The public agency must then provide them to the student at no cost to the parents.

May a child use a school-purchased AT device in his or her home or other setting? According to the IDEA '97's final regulations, the answer to this question would be determined on a case-by-case basis. Such use in nonschool settings would be "required if the child's IEP team determines that the child needs access to those devices in order to receive FAPE" [§300.308(b)]—for example, to complete homework. Question 36 of Appendix A of the regulations adds that "the parents cannot be charged for normal use, wear and tear. However, while ownership of the devices in these circumstances would remain with the public agency, State law, rather than Part B [of IDEA], generally would govern whether parents are liable for loss, theft, or damage due to negligence or misuse of publicly owned equipment used at home or in other settings in accordance with a child's IEP" (U.S. Department of Education, 1999, p. 12479).