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https://www.garrettcountyschools.org/special-education/programs-and-services/service-delivery-models-
All decisions regarding the placement of a child with a disability in a special education service delivery model will be made by and Individualized Education Program Team in consultation with the parents or guardians of the child and consistent with the least restrictive environment requirements of the Federal Individuals with Disabilities Act
https://education.fcps.org/specialeducation/SER_SpecialEducationServiceDeliveryModels
Interpreting Services; Itinerant Services (TD/HH, Vision, Interpreting) Kurzweil; Maryland Resources (MSDE) Music Therapy & Art Therapy; OIEP Resources; OT PT Referral Process; Private School; Process; SEIA Request Process; SEIA Resources; Service Animal; Special Education Acronym Resource; Special Education Service Delivery Models; Speech ...
https://www.sbps.net/Page/916
Special Education Service Delivery Model The law requires us to provide special education to students in the "least restrictive environment". Additionally, we are required to provide a "continuum of services" to students.
http://www.cobbk12.org/centraloffice/hr/employeerelations/pass/Documents/Performance%20Evaluations/8-11-2011/Supplement%20-%20Models%20of%20Service.pdf
Special Education Supplement Delivery Models of Service Students with disabilities are served in each subject area based on the amount and delivery of services required according to their Individual Education Plans.File Size: 63KB
https://eric.ed.gov/?id=ED563965
"Models for Effective Service Delivery in Special Education Programs" brings together case studies and academic research on successful classroom models and practices to provide rewarding learning environments for students with disabilities.Author: Pam L. Epler, Rorie Ross
https://prezi.com/brtio-bqqhab/service-delivery-models-in-special-education/
Students with disabilities are taught by general education teacher because students are capable of being in inclusion classroom all day. Students are academically and socially capable to be in general education classroom. General education teacher consults special education for accommodations and services.
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Data%20Conference/FY20/FINAL%20Special%20Education%20Delivery%20Models%20and%20Student%20Class%20Reporting.pdf
personnel providing this inclusion service is NOT a special education teacher. NOTE: If SPECIAL EDUCATION DELIVERY MODEL '1' is indicated for class record, then the data element INCLUSION CODE (in both FTE & SC) must be one of the following valid values: '4' Paraprofessional '5' Interpreter '6' Job Coach '7' Assistive or Other personnel
https://education.fcps.org/specialeducation/sites/specialeducation/files/special_education_instructional_service_delivery_models_for_inclusive_practice_2016.pdf
Instructional Service Delivery Models Push-In Service Special educators schedule services on a flexible basis. Schedules are coordinated with the general educator based on student need in inclusive classrooms where student(s) with disabilities are accessing general education curriculum. The push-in model is not a traditional “co-teaching” model.
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