Useful Tips for Writing a Letter of Educational Necessity for Adaptive Equipment
As a school based practitioner, I understand the challenges and frustrations of acquiring adaptive equipment for students that will help bridge the gap between their capacity and performance. The International Classification of Functioning, Disability and Health (ICF) defines capacity as the student’s abilities in a situation apart from real life, such as during an evaluation in a quiet room with no...
Four Essentials to Know Before Writing an Effective Letter of Educational Necessity
1. Understand the requirements of federal law IDEA 2004.
The Individuals with Disabilities Education Act (IDEA) is a federal law that requires schools to meet the educational needs of students with disabilities. Funds for IDEA are allocated at federal, state, and local levels.
To be eligible for the provisions of IDEA, the student must present with one of the following disabilities: intellectual disability...
New Webinar: An Introduction to MOVE™
Last week, Rifton offered a 30-minute webinar providing an introduction to the philosophy and practice of the MOVE Program: Mobility Opportunities Via Education/Experience. Under the MOVE program, teachers, clinicians, and parents join together to assess an individual's ability and then teach key motor skills incrementally. Everyone benefits.
Watch the recording or read the transcript here.
Encouraging Participation-Based Goals in the School Setting
Physical therapy goals in the school-based practice setting can focus on a variety of areas, including: participation (student’s involvement in a life situation), activity (student’s execution of a task or action) and impairment (i.e. at the level of body structure and function.) For a number of reasons we find that student goals that address participation within the context of school routines...
The Meadowood Program: A MOVE™ Model Site
You’ve heard us talk about MOVE™ for years, and there’s no question we’re unabashed boosters for this wonderful program. We first ran into Linda Bidabe, MOVE’s founder, in 1988 when her program was in its infancy and we’ve loved it ever since. If you’re not convinced, or if you just want to understand it better, set aside 20 minutes today, pour a cup of coffee, and...
The Sugar Rush Bakery
Action-packed days are the norm in the Meadowood Program,- a branch of the Red Clay School District that provides Special Education services. Our goal is to use every opportunity to teach by embedding IEP skills into daily activities. Our student-focused approach supported by our team of therapists, classroom teachers and paraprofessionals follows the Mobility Opportunities Via Education (MOVE&trade...
Evidence Based Practice
Evidence Update: Improving Services for Youth with Disabilities
For a child with disabilities, few transitions are as fraught as the passage from youth to adult, usually around age 21. While the Individuals with Disabilities Education Act (IDEA) makes some provision for transitional services for youth as they prepare to move out of the school system for “further education, employment or independent living,” these services are often poorly defined and...
Activity-Based Curriculum in Action
Students at Woodland Developmental Center are on the move all day. The hallways are busy, the classrooms noisy and full of activity as the children practice important life skills that have been incorporated into their curriculum. And that’s what’s different about Woodland. Where students with disabilities in other schools may be seen two or three times a week in the therapy department, Woodland...
Beyond the Medical Model
Therapy services are provided in hospitals, clinics, homes and schools. But in the educational setting, therapy intervention is unique because it is controlled by the landmark education legislation called the Individuals with Disabilities Education Act (IDEA) and by the child’s Individualized Educational Program (IEP). In this setting, school-based therapy intervention focuses on the child and how...