Envisioning an Improved Continuum of Services

As many parents are participating in their child’s matriculation meeting at this time of year – transition meeting from preschool to kindergarten, elementary to middle, middle to high – there are a few things to understand about what’s referred to as a “continuum of services”.

What’s This All About?

Those 3 words basically mean that the team needs to figure out how to continue to meet your child’s needs inside the new environment. You most definitely shouldn’t hear phrases like, “This is middle school, and we don’t do that here,” or “Now that he’s headed to KG, we’re going to start with the cluster,” when no opportunity of inclusive education has been attempted or considered.

Students’ placement in relation to the continuum of services can change at any time to address their needs, but these should always be built around what’s considered the least restrictive environment for that particular student. Some of the things that should raise a BIG RED FLAG OF CONCERN are:

– a student is placed in a cluster program (aka: special program classroom) based on their disability. Just because a child has autism, doesn’t mean that they need a segregated autism program. Just because a student has down syndrome, doesn’t mean they should be in a program for students with intellectual disabilities. Most students with disabilities are educated inside a regular education classroom with whatever support they need.

– if the team suggests starting in a special program classroom without giving inclusion an opportunity. No one should assume that a student with a disability won’t make progress in a regular classroom with support, until that setting, and support have been in place and data has been collected and proven ineffective. Oftentimes, schools will say to give it a few weeks or even a few months, but why would you not want your child to start from day one when everyone in the classroom is learning the new routine, meeting their new teacher, and being introduced to one another?

– lack of data to support the addition or subtraction of services. Far too often, I hear about recommendations for a student’s language therapy to be decreased when they are moving from elementary to middle school. The student didn’t change who they are. In fact, quite often when students go to middle school they need more support, not less. There is generally no reason at all to decrease language therapy for children moving from 5th to 6th grade. If that happens to you, ask for the school to create a Prior Written Notice, documenting why they are refusing to continue services into the next environment.

Important Points to Remember

1. With appropriate support, most students with disabilities succeed in a general education classroom. Some need paraprofessionals and special educators to assist, and some don’t.

2. There are many different ways for students to receive special education supports inside a regular education classroom. Ask your school how they support students in the regular setting. Do they have a push-in model? Pull out? Small group instruction? Co-teaching? You won’t know if you don’t ask.

3. It’s important that the special educators and general educators work together for the benefit of all their students. Nearly all IEP’s should include collaboration between the teachers and the therapists.

4. In the state of Florida, Senate Bill 1108 allows parents to have their private providers support their students within the school setting. This could include having registered behavior technicians in the school with their children. There is a packet to be completed. If you are interested, contact your school to request the necessary forms.

5. Whatever supports, strategies, assistive technology, communication system, etc. that your child needs presently, chances are good that they will need it next year as well. These supports should move along with the student.

Remember that the school district must provide a continuum of services. If you have concerns about the continuation of what your child needs in school, contact the person who runs your IEP meetings and ask them to ensure that your child’s needs continue to be met.

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Happy Advocating!