Special education is divided into three distinct types of services. The first service involves specially designed instruction. Every student who is considered eligible for special education services is entitled to his or her own specially designed instruction (SDI). An SDI is centered around the individual’s specific needs as it relates to his or her academic progress, communication, social, interaction, vocational or functional skill. The SDI’s purpose is to monitor and document the students’ progress (Friend, & Bursuck, 2012).
The next type of service is referred to as related services. Related services are provided when the student needs additional support and assistance to guarantee educational needs are met. Related services may include
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The IEP, includes the specially designed instructions, the proposed goals, services, and support that individual students may need and is designed around his or her disability. The IEP may also include a behavioral plan and transition services that allow for a smoother shift from high school to college, work or a vocational school. Additional services include early intervention provisions that are designed to synchronize an individual’s care. Second, services may also involve prevention, audiology, and psychological provisions. The family of the student may also receive counseling and training (Aron, & Loprest, 2012). One crucial factor when developing an IEP is whether the student will have full or partial inclusion in the general education class (Taylor, Smiley, & Richards, …show more content…
94-142). The P.L. 94-142 mandated that special education students receive a free and appropriate public education along with the inclusion of collaboration among education professional. With the inclusion of various disabilities and disorders in general education, it is imperative that professionals from different disciplines collaborate to meet the needs and well-being of the student. Collaboration involves two or more individuals sharing knowledge, ideas, opinions, research, resources and evidence-based strategies that are pulled together to benefit the student. For instance, if a general education teacher is having problems trying to teach math to a student with a learning disability, she may collaborate with the special education teacher who has experience and strategies that could assist the general education teacher. The collaboration also allows a professional to discuss what is working and not working and discuss possible solutions. In short, the gathering, sharing, and input of information among professionals of diverse educational backgrounds and experience can only enhance the outcome of the evaluation, planning, and delivery of services and support for the (Hernandez,