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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.
https://ajslp.pubs.asha.org/article.aspx?articleid=1774681
Feb 01, 2000 · The present study evaluated the effectiveness of three service delivery models in the elementary school setting. Differences were investigated between (a) a collaborative approach, (b) a classroom-based intervention model with the speech-language pathologist (SLP) and classroom teachers working independently, and (c) a traditional pull-out model for children in kindergarten …Author: Rebecca N. Throneburg, Lynn K. Calvert, Jennifer J. Sturm, Alexis A. Paramboukas, Pamela J. Paul
https://www.garrettcountyschools.org/special-education/programs-and-services/service-delivery-models-
Service Delivery Models. The Garrett County Public School System, Department of Special Education, provides for a continuum of special education services and placement considerations for all students with disabilities. Services and placements range from indirect services through nonpublic services.
http://kwsed.weebly.com/uploads/1/1/8/4/11844568/3.1service_delivery_model.pptx
The model follows a calendar in which speech pathologists provide traditional, direct service to students for 3 consecutive weeks, followed by a week of consultative services. The consultative week is an opportunity for the SLPs to consult with teachers, parents, other specialists, in addition to other workload related tasks.
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
Students with disabilities (SWD) receive Special Education services from personnel: paraprofessional, interpreter, job coach, other assistive personnel, or other teacher, in addition to the regular education content area teacher. The personnel providing this inclusion service is NOT a special education teacher.
https://pdfs.semanticscholar.org/98bc/00549afd233340d6bedea6fe6275572b8d04.pdf
cooperative service delivery model whereby the special education teacher works with the general education teacher to educate students with mild disabilities in the general education classroom setting. Although there are methodological and procedural differences among consultation, collaboration, and collaborative consultation,
https://www.cdli.ca/resources/sdm/DocumentSection/SDM.pdf
The Service Delivery Model for Students with Exceptionalities provides an inclusive framework for program delivery. It identifies prescribed curriculum, accommodations, modified prescribed curriculum and alternate programs, courses, and curriculum. The education of students with exceptionalitiesis a shared responsibility among school staff,File Size: 2MB
https://www.asha.org/policy/RP1991-00123/
The collaborative service delivery model affords the speech-language pathologist the opportunity to (a) observe and assess how the student functions communicatively and socially in the regular classroom, (b) describe the student's communicative strengths and weaknesses in varied educational contexts, and (c) identify which curricular demands enhance or interfere with the student's ability to function …
http://www.ksde.org/Portals/0/SES/KIAS/indicators/Ind6-ECSE-ServiceDeliveryModels.pdf
ECSE Service Delivery Models Program Type Description Reg. Ed. Funding SPED Funding IEP Coding Regular Education Preschool Program Early Childhood Teacher teaches preschool class, special education services provided by Itinerant Early Childhood Special Education Teacher EC ECSE B Blended Regular Education Preschool Program Early Childhood Teacher
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