Provision of Related Services for Children With Chronic Disabilities

PEDIATRICS ◽  
1993 ◽  
Vol 92 (6) ◽  
pp. 879-881
Author(s):  
Keyword(s):  
Special Education ◽  
Health Care Providers ◽  
Children With Disabilities ◽  
Public Law ◽  
Speech Pathology ◽  
Care Providers ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Provision Of Services ◽  
Education Act

Since 1975 all children with disabilities specifically delineated by law have had available to them "a free, appropriate public education that includes special education and related services to meet their unique needs." This access has been made possible by the passage of Public Law 94-142,1 The Education for All Handicapped Children Act of 1975. This law was amended in October 1990 with passage of Public Law 101-476, The Individuals With Disabilities Education Act (IDEA). Part B of Public Law 101-476 primarily details the identification and provision of services for children with disabilities. Unfortunately, the implementation of Part B of this law has been limited for many children by a number of significant and complex issues. The term "related services" as currently defined in Part B of the IDEA includes the following: ... transportation and such developmental, corrective, and other supportive services (including speech pathology and audiology, psychological services, physical and occupational therapy, recreation and social work services, and medical and counseling services, including rehabilitation counseling, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education. Health care providers frequently view the related services listed above as medically necessary and/or helpful for children with disabilities without the proviso that these services must be necessary for special education. This difference in perspective and interpretation by pediatricians and parents often leads to misunderstandings, frustrations, conflicts, and problems in the development and implementation of related services within school programs for children with disabilities.

scholarly journals Free Appropriate Public Education, the U.S. Supreme Court, and Developing and Implementing Individualized Education Programs

Laws ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 38
Author(s):  
Michael Rozalski ◽  
Mitchell L. Yell ◽  
Jacob Warner
Keyword(s):  
Special Education ◽  
Public Education ◽  
Education Program ◽  
Individualized Education ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Substantive Content ◽  
State Education ◽  
Education Agency ◽  
Education Act

In 1975, the Education for All Handicapped Children Act (renamed the Individuals with Disabilities Education Act in 1990) established the essential obligation of special education law, which is to develop a student’s individualized special education program that enables them to receive a free appropriate public education (FAPE). FAPE was defined in the federal law as special education and related services that: (a) are provided at public expense, (b) meet the standards of the state education agency, (c) include preschool, elementary, or secondary education, and (d) are provided in conformity with a student’s individualized education program (IEP). Thus, the IEP is the blueprint of an individual student’s FAPE. The importance of FAPE has been shown in the number of disputes that have arisen over the issue. In fact 85% to 90% of all special education litigation involves disagreements over the FAPE that students receive. FAPE issues boil down to the process and content of a student’s IEP. In this article, we differentiate procedural (process) and substantive (content) violations and provide specific guidance on how to avoid both process and content errors when drafting and implementing students’ IEPs.

Provision of Related Services for Children with Chronic Disabilities

PEDIATRICS ◽  
1985 ◽  
Vol 75 (4) ◽  
pp. 796-797
Author(s):  
Keyword(s):  
Special Education ◽  
Program Planning ◽  
Individual Education Plan ◽  
Speech Pathology ◽  
Supportive Services ◽  
Related Services ◽  
Handicapped Children ◽  
Physician’S Role ◽  
Free Appropriate Public Education ◽  
Physician's Role

The term "related services" is defined in Public Law 94-142, the Education for All Handicapped Children Act of 1975, as follows: . . . related services means transportation, and such developmental, corrective and other supportive services (including speech pathology and audiology, psychological services, physical and occupational therapy, recreation, and medical and counseling services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a handicapped child to benefit from special education, and includes the early identification and assessment of handicapping conditions in children. Under PL 94-142, all handicapped children are to have available to them "a free, appropriate, public education which includes special education and related services to meet their unique needs." Such services are to be provided at no cost to the child or family in conformity with an Individual Education Plan. PROBLEMS In the implementation of PL 94-142, the physician's role in providing related services has been narrowly defined as meaning: . . . services provided by a licensed physician to determine a child's medically related handicapping condition which results in the child's needs for special education and related services. This definition fails to recognize the physician's potential role in the supervision, program planning, medical management, and monitoring process. According to the definition, the physician's role in the delivery of related services has become limited to diagnosis. Little physician input is sought on treatment-related issues. As a result, the delivery and coordination of related services have posed a serious problem.1,2

Dysphagia Services in Schools: Applying Special Education Requirements to a Health Service

2009 ◽  
Vol 18 (3) ◽  
pp. 86-90 ◽  
Author(s):  
Lissa Power-deFur
Keyword(s):  
Special Education ◽  
Health Service ◽  
Due Process ◽  
Due Process Hearings ◽  
Related Services ◽  
Eligibility Determination ◽  
Legal Provisions ◽  
Provision Of Services ◽  
Related Service ◽  
Specially Designed Instruction

Abstract School speech-language pathologists and districts frequently need guidance regarding how the legal provisions of special education affect the needs of children with dysphagia. This article reviews key principles of special education that guide eligibility determination and provision of services to all children. In the eligibility process, the school team would determine if the child's disability has an adverse effect on his/her education program and if the child needed special education (specially designed instruction) and related services. Dysphagia services would be considered a related service, a health service needed for the child to benefit from specially designed instruction. The article concludes with recommendations for practice that stem from a review of due process hearings and court cases for children with disabilities that include swallowing.

scholarly journals VoIP for Telerehabilitation: A Pilot Usability Study for HIPAA Compliance

2012 ◽  
Vol 4 (1) ◽  
pp. 33-36 ◽  
Author(s):  
Valerie R. Watzlaf ◽  
Briana Ondich
Keyword(s):  
Health Care Providers ◽  
Future Research ◽  
Software Systems ◽  
Usability Study ◽  
Care Providers ◽  
Privacy And Security ◽  
Related Services ◽  
Security Applications ◽  
Health Related ◽  
Hipaa Compliance

Consumer-based, free Voice and video over the Internet Protocol (VoIP) software systems such as Skype and others are used by health care providers to deliver telerehabilitation and other health-related services to clients. Privacy and security applications as well as HIPAA compliance within these protocols have been questioned by practitioners, health information managers, and other healthcare entities. This pilot usability study examined whether four respondents who used the top three, free consumer-based, VoIP software systems perceived these VoIP technologies to be private, secure, and HIPAA compliant;  most did not.  While the pilot study limitations include the number of respondents and systems assessed, the protocol can be applied to future research and replicated for instructional purposes.  Recommendations are provided for VoIP companies, providers, and users. 

Mental Health Services, Free Appropriate Public Education, and Students With Disabilities: Legal Considerations in Identifying, Evaluating, and Providing Services

2017 ◽  
Vol 20 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Mitchell Yell ◽  
Carl Smith ◽  
Antonis Katsiyannis ◽  
Mickey Losinski
Keyword(s):  
Mental Health ◽  
Public Schools ◽  
Public Education ◽  
School District ◽  
Mental Health Services ◽  
Health Services ◽  
Students With Disabilities ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Education Act

In the past few years, the provision of mental health services in public schools has received considerable attention. When students with disabilities are eligible for special education and related services under the Individuals With Disabilities Education Act (IDEA), mental health services are required if such services are needed to provide students with a free appropriate public education (FAPE). That is, when a student’s individualized education program (IEP) team determines that he or she needs mental health services to receive a FAPE, a school district is required to provide these services. Our purpose is to discuss when school district personnel should identify, evaluate, and serve students with disabilities who may have mental health needs.

The Educational Rights of Students with Chronic Disease

2020 ◽  
pp. 550-577
Author(s):  
Thomas C. Gibbon ◽  
Jenifer Cline ◽  
Christopher L. Schwilk ◽  
Patricia D. Hosfelt ◽  
David F. Bateman
Keyword(s):  
Special Education ◽  
Chronic Disease ◽  
Students With Disabilities ◽  
Section 504 ◽  
Special Education Services ◽  
Related Services ◽  
Education Services ◽  
Free Appropriate Public Education ◽  
Educational Rights ◽  
Definition Of

Effective implementation of services for students with chronic disease in any school district relies on a solid understanding of the rules and regulations governing the educational rights of those with disabilities. This chapter enumerates the history of the educational rights of students with disabilities, describes the key laws as promulgated by the federal government, provides a definition of a disability based on these laws, possible categories of special education services and the qualification process for 504 or special education services. This chapter discusses the consideration for education in the least restrictive environment, and key components in the development of both IEP's and Section 504 plans, issues related to providing a free appropriate public education, and the Family and Educational Rights Privacy Act. It concludes with a discussion of working with related services personnel. The two main ways students with chronic disease receive services is under IDEA in the category of Other Health Impaired or under Section 504 of the Rehabilitation Act.

Participation by Pediatricians in Early Intervention: Impetus From Public Law 99-457

PEDIATRICS ◽  
1992 ◽  
Vol 89 (1) ◽  
pp. 98-102
Author(s):  
James A. Blackman ◽  
Alfred Healy ◽  
Elizabeth S. Ruppert
Keyword(s):  
Early Intervention ◽  
Community Support ◽  
Good Health ◽  
Public Law ◽  
Care Providers ◽  
Early Intervention Services ◽  
Disabilities Education Act ◽  
Print Materials ◽  
Education Act

Part H of the Individuals with Disabilities Education Act (originally enacted as Public Law 99-457) requires that participating states phase in a system of early intervention services by 1993. By recognizing the importance of good health in the development of infants and toddlers, Congress acknowledged the key role of medical care providers in a comprehensive program for young children with or at risk for developmental delay or dysfunction. National and state surveys of pediatricians suggest limited but growing awareness of this legislation and uncertainty about how they might participate effectively. A chief concern relates to mechanisms of payment for developmental screening and assessment as well as time-demands for participation in interdisciplinary team activities. The American Academy of Pediatrics and its state chapters are responding to requests for information with educational seminars and print materials. Pediatricians can enhance the quality of community support services for children with special needs by participating in planning efforts and by coordinating health care with other aspects of early intervention. Other professionals and parents are looking to pediatricians for leadership and willing participation in the implementation of PL 99-457.

Legal Guidelines for the Delivery of Special Health Care Services in Schools

1996 ◽  
Vol 62 (6) ◽  
pp. 537-549 ◽  
Author(s):  
Mary Jane K. Rapport
Keyword(s):  
Health Care ◽  
Health Care Services ◽  
School Health ◽  
Health Care Needs ◽  
Care Needs ◽  
Special Health Care ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Education Act ◽  
Special Health

The Individuals with Disabilities Education Act includes school health services in a list of possible related services. The rising costs associated with education and the request for more extensive and costly services by children who have special health care needs have made the delivery of these services in schools as part of free, appropriate public education increasingly controversial. An examination of relevant documents and court decisions from the past 10 years provides insight into congressional intent, federal regulations, and local implementation of service delivery related to children with extensive health care needs.

Integration: What Do We Mean?

1987 ◽  
Vol 11 (1) ◽  
pp. 10-14
Author(s):  
David Thomas
Keyword(s):  
Special Education ◽  
Public Law ◽  
Seminal Paper ◽  
Education Act

It is now 18 years since Lloyd Dunn (1968) wrote his seminal paper “Special Education for the Mildly Retarded: Is much of it justified?” In the meantime, there has been major legislation in USA in the form of Public Law 94-142 (1975) which has been widely interpreted as a blueprint for improved services for the handicapped and for their integration into ordinary schools. In Britain, Section 10 of the Education Act (1976), the Warnock Report (1978) and the Education Act (1981) have provided, in varying degrees, official encouragement for integration.

scholarly journals Often Posed Questions (and Answers) Regarding Medicare, Contracting, and Non-Hearing Aid Services

2019 ◽  
Vol 40 (03) ◽  
pp. 253-259
Author(s):  
Debra Abel
Keyword(s):  
Health Care Providers ◽  
Hearing Aid ◽  
Third Party ◽  
Medicare Part ◽  
Care Providers ◽  
Moderate Amount ◽  
Related Services ◽  
Medicare Part B ◽  
Questions And Answers ◽  
Dynamic Landscape

AbstractMedicare Part B provider participation is often met with grumbling and disdain by most health care providers, including audiologists. Other pain points for audiologists likely include insurance contracts, third-party administrators, and the unknown of the future. The dynamic landscape that will include technology and delivery systems was, until recently, mere thoughts on paper and in conference rooms. With the moderate amount of misunderstanding about Medicare and contracting rules among the members of the profession, it is this article's intent to dispel these Medicare myths as they pertain to hearing and balance services provided by Medicare Part B–enrolled audiologists, to offer considerations in a practice's decision whether to accept commercial insurance and third-party payer contracts, and to offer the tools to position a practice to provide non-hearing aid–related services based on today's current information.

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