A Closer Look At 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 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.
Reprinted with the permission of the National Dissemination Center.
Washington Virtual Academies
Tuition-free online school for Washington students.
- Kindergarten Sight Words List
- Coats and Car Seats: A Lethal Combination?
- Signs Your Child Might Have Asperger's Syndrome
- Child Development Theories
- Social Cognitive Theory
- GED Math Practice Test 1
- The Homework Debate
- 10 Fun Activities for Children with Autism
- Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
- Problems With Standardized Testing