Making Sound Preschool LRE Decisions Supplementary Aids and Services
In this activity, participants share and explore examples to increase understanding of the requirements for supplementary aids and services, and the categories as applied to preschool age children. (60 min.)
Materials
Activity Process
"Part B of the IDEA presumes that the first placement option considered for each child with a disability is the regular classroom the child would attend if they did not have a disability. Thus, before a child with a disability can be placed outside of the regular educational environment, the placement team must consider the full range of supplementary aids and services that could be provided to facilitate the child's placement in the regular early childhood setting."
Programs have the responsibility to begin each child's placement discussion by considering supplementary aids and services needed in the regular program before considering other placements.
Review foundational knowledge with the participants.
IEPs must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child.
- In Making Sound Preschool LRE Decisions, direct participants' attention to action 8. Consider supplementary aids.
- In Preschool LRE Reference Points and Discussion Prompts, a section on Supplementary Aids and Services is listed under LRE Requirements.
- Display and distribute the Supplementary Aids and Services (Component of the IEP) handout.
Review definitions of supplementary aids and services.
- A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—
- To advance appropriately toward attaining the annual goals;
- To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and
- To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;
The term "supplementary aids and services" means aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with section 1412(a)(5) of this title.
Clarify documentation of supplementary aids and services.
- Supplementary aids and services are not general strategies that may be tried and used within a preschool educational environment.
- Supplementary aids and services are determined by the IEP team, based on the unique needs of the child, and must be documented on the IEP.
- Consider state and local guidance when documenting supplementary aids and services. Aids and services documented on the IEP must be provided as agreed upon.
Discuss categories of supplementary aids and services.
Determining what supplementary aids and services are appropriate for a particular child must be done on an individual basis, and can also include:
- accommodations and modifications:
- to the curriculum or how that content is presented;
- to how a child's progress is measured; and
- to the child's environment;
- direct services and supports to the child; and
- support and training for staff who work with that child.
Ask participants to list examples of preschool supplementary aids and services that address the following:
Supports to address environmental needs
- room layout
- quiet area
- designated seating
- personal carpet square
Levels of staff support needed
- One on one support can be the most restrictive support for a child.
- Assigning extra personnel to support the classroom more generally is less restrictive.
Planning time and training
- personnel collaboration
- support
Child's specialized equipment needs
- wheelchair
- communication or visual supports
- adapted utensils, cups, or plates
Developmental skills and communication supports
- visual supports
- social stories
- sign language
- modified formats
- extended time
- shorter instruction
- chaining skills
- shortened participation in activities extending participation over time
Social skills and social interaction supports
Specialized materials needed
- large print
- Braille
- assistive technology (AT)
Review Example Scenarios.
In large or small groups, direct participants to review the following six Supplementary Aids and Services Worksheet, and record how they would document them on an IEP:
Example 1: Abram
Abram is a 3-and-a-half-year-old who loves to draw and paint. He can use his hands to hold utensils, writing tools, and put simple puzzles together. He needs support to stand at tables, in line, and at the sink.
What supplementary aids and services might help Abram to work independently at an art easel and clean up at the sink afterwards?
Example 2: Juanita
Juanita just turned 5, and enjoys looking at books with her friends. However, she is very distracted by loud noises and bright lights. These things sometimes agitate her, and she loses focus on what she is doing.
What supplementary aids and services might help Juanita to enjoy reading with her friends?
Example 3: Aisha
Aisha is a 4-year-old who is very social and loves listening to music and playing musical instruments. Her hearing is fine, and her cognitive abilities are only slightly delayed. She has some visual impairments, and her peers sometimes have a hard time understanding what she is trying to say.
What supplementary aids and services might help Aisha to communicate and interact with her peers?
Example 4: Kenji
Kenji just turned 3. He loves to explore. He is very curious about his environment and peers. He gets around his classroom mainly by commando crawling. Because he is so active, his knees get sores on them and his pants tend to wear out easily.
What supplementary aids and services might give Kenji freedom to move about while protecting his body and clothing?
Example 5: Rhema
Rhema is a busy 4-and-a-half-year-old. She is interested in almost everything in the classroom, especially items on the shelves at her eye level, and the toys her peers are playing with. Because of this, it is difficult for her to stay with one activity or toy for more than a few minutes.
What supplementary aids and services might help Rhema play with a toy or peer for more than 5 minutes?
Example 6: Elijah
Elijah 5 years old, and loves to eat almost anything. He tends to eat quickly and without utensils, as he has some difficulty with fine motor skills. Frequently, his plate and cup fall onto the floor and food is all over the table.
What supplementary aids and services might help Elijah's snack routine in the classroom to be more functional?
Reconvene the full group to discuss their responses to the Example Scenarios.
Conclude the discussion with the following questions:
- What ideas or realizations did you have?
- What surprised you?
- How did this activity change how you will approach IEPs in the future?
- What questions do you have?