Related Services Decision-Making:

Giangreco, Michael F.

doi:10.1080/j006v15n02_04

Cited by 8 publications

(1 citation statement)

References 25 publications

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“…Similarly, despite documented limitations of isolated approaches to the delivery of related services such as those offered by occupational therapists, physical therapists, and speech-language pathologists (Giangreco, 1995;Giangreco, Edelman, & Dennis, 1991), many families, advocates, and service providers continue to pursue a ''more is better'' approach (Giangreco, 2001) when making decisions about related services, that while benevolently intended, may be misguided because it confuses the quantity of services with their value. Too often such approaches are neither education-ally necessary nor relevant (Giangreco, 2001); result in less time in the classroom and, therefore, fewer instructional opportunities in the general education curriculum with a highly qualified teacher; and are disruptive to a student's opportunities to be an integral member of the classroom community.…”

Section: Conclusion and Implications For Practice And Future Researchmentioning

confidence: 99%

Precarious or Purposeful? Proactively Building Inclusive Special Education Service Delivery on Solid Ground

Giangreco

Suter

2015

Inclusion

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The absence of unified and inclusive special education service delivery models represents a longstanding challenge to the education of students with the full range of disabilities in inclusive schools and classrooms. An exemplar model is offered for elementary schools within a multi-tiered system of support (MTSS) framework. To establish its practicality and cost-neutrality, the development of the exemplar model was based on personnel utilization data from 69 schools. After building a case for the importance of proactively developing inclusive models of special education service delivery, this article describes: (a) the types and source of the data upon which the exemplar model is based, (b) a set of underlying assumptions, (c) school demographic parameters upon which the exemplar model is based, (d) a comparison of 13 key variables between their actual averages in sampled schools with their proposed status in the exemplar model, and (e) nine conceptual and programmatic shifts designed to accompany the structural changes presented in the exemplar model. The article concludes with implications for practice and future research. Overall, the exemplar model is offered as a starting point to spur discussion, creative problem solving, and action planning to explore model development suited to local contexts.

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Section: Conclusion and Implications For Practice And Future Researchmentioning

confidence: 99%