Many children with special needs will qualify for related services. Related services in special education are a variety of supportive services that are required in order for a child with a disability to fully benefit from special education. If you have a concern about a particular developmental issue with your child, make sure and alert your case manager prior to the initial or re-evaluation assessments being conducted. In order for a child to potentially receive a related service, assessments must be completed to determine the child’s educational needs in a particular area. Most school districts, except for very large school districts, do not have all of these related service providers on staff in the school district. The school district will contract with certified professional s in the community to complete assessments and provide services, if necessary. There are eligibility requirements for services in all of these areas based on the results of the assessments completed.
Below is a chart of all of the related services, what they do and what they provide as listed in the Individuals with Disabilities Education Act (IDEA) Regulations under section 300.34.
It is important to note that the regulation does have the following exception noted. “Related services do not include a medical device that is surgically implanted, the optimization of that device’s functioning (e.g., mapping), maintenance of that device, or the replacement of that device.”
| Related Service | Services provided | Type of Provider (if indicated) |
| Audiology | Identification of hearing loss;Determination of the range, nature, and degree of hearing loss;Provision of habilitative activities, such as language habilitation, auditory training, speech reading (lip-reading), hearing evaluation, and speech conservation;Creation and administration of programs for prevention of hearing loss;Counseling and guidance of children, parents, and teachers regarding hearing loss; and
Determination of children’s needs for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of amplification |
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| Counseling Services | Qualified Social WorkerQualified PsychologistQualified Guidance CounselorOther Qualified Personnel | |
| Early Identification and Assessment | Implementation of a formal plan for identifying a disability as early as possible in a child’s life. | |
| Interpreting Services | For children who are deaf or hard of hearing: Oral transliteration services, cued language transliteration services, sign language transliteration and interpreting services, and transcription services, such as communication access real-time translation (CART), C-Print, TypeWell; andSpecial interpreting services for children who are deaf-blind | |
| Medical Services | To determine a child’s medically related disability that results in the child’s need for special education and related services. | Licensed Physician |
| Occupational Therapy | Improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation;Improving ability to perform tasks for independent functioning if functions are impaired or lost; andPreventing, through early intervention, initial or further impairment or loss of function | Qualified Occupational Therapist |
| Orientation and Mobility Services | Services provided to blind or visually impaired children to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community;Includes teaching children the following, as appropriate:Spatial and environmental concepts and use of information received by the senses (such as sound, temperature and vibrations) to establish, maintain, or regain orientation and line of travel (e.g., using sound at a traffic light to cross the street);To use the long cane or a service animal to supplement visual travel skills or as a tool for safely negotiating the environment for children with no available travel vision;To understand and use remaining vision and distance low vision aids; and
Other concepts, techniques, and tools. |
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| Parent Counseling and Training | Assisting parents in understanding the special needs of their child;Providing parents with information about child development; andHelping parents to acquire the necessary skills that will allow them to support the implementation of their child’s IEP or IFSP. | |
| Physical Therapy | Qualified Physical Therapist | |
| Psychological Services | Administering psychological and educational tests, and other assessment procedures;Interpreting assessment results;Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning;Consulting with other staff members in planning school programs to meet the special educational needs of children as indicated by psychological tests, interviews, direct observation, and behavioral evaluations;Planning and managing a program of psychological services, including psychological counseling for children and parents; and
Assisting in developing positive behavioral intervention strategies. |
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| Recreation | Assessment of leisure function;Therapeutic recreation services;Recreation in schools and community agencies; andRecreation education | |
| Rehabilitation Counseling Services | Services provided in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a student with a disability. The term also includes vocational rehabilitation services provided to a student with a disability by vocational rehabilitation programs funded under the Rehabilitation Act of 1973, as amended, 29 U.S.C. 701 et seq. | |
| School Health Services and School Nurse Services | Health services that are designed to enable a child with a disability to receive FAPE as described in the child’s IEP | Qualified School NurseOther Qualified Person |
| Social Work Services | Preparing a social or developmental history on a child with a disability;Group and individual counseling with the child and family;Working in partnership with parents and others on those problems in a child’s living situation (home, school, and community) that affect the child’s adjustment in school;Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program; andAssisting in developing positive behavioral intervention strategies. | |
| Speech and Language Pathology Services | Identification of children with speech or language impairments;Diagnosis and appraisal of specific speech or language impairments;Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;Provision of speech and language services for the habilitation or prevention of communicative impairments; andCounseling and guidance of parents, children, and teachers regarding speech and language impairments. | |
| Transportation | Travel to and from school and between schools;Travel in and around school buildings; andSpecialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability. |
What related services does your child receive? Share your experiences with getting certain areas assessed for service delivery. Was it easy or hard? Did it take a long time or did the school district act quickly?
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