The Educational Staff Associates include: Speech Language Pathologists, School Psychologists, Counselors, Occupational Therapists, Physical Therapists, Social Workers, Audiologists and Nurses.

Inclusion ~

In the most general sense, inclusion refers to providing significant opportunities for students with disabilities to participate in general education with their non-disabled peers. Its connection to the regulations is found in the Least Restrictive Environment (LRE) requirements which regulate student placements. In U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District, the Supreme Court discussed how LRE should be determined.

The US Department of Education provided an interpretation of the Endrew Court Decision stating that “There is no “one-size-fits-all” approach to educating children with disabilities. Rather, placement decisions must be individualized and made consistent with a child’s IEP. (19) We note that placement in regular classes may not be the least restrictive placement for every child with a disability.“

According to WAC 392-172A-02060 Placements: The IEP team is responsible for determining the student’s placement.

Follow these links to learn more:

• Provision of Specially Designed Instruction 
• Maintaining a Continuum of Placement Options
• Provision of SDI and Supports for Students with Behavioral Complexities 
• Lack of Student Progress 

OSPI Evaluation and IEP Technical Module. The content of the module is intended to assist special education staff in developing sufficient evaluations and properly formulated Individualized Education Programs (IEPs) that improve instruction.

• Slides 25-30 define and provide examples of SDI. 
• Slides 61-66 provide examples of compliant goals for SLPs, Ots and PTs.

ESA Certification information for obtaining or renewing your certification.

Special Education and Institutional Directory provides directory information for OSPI staff, ESDs, School Districts and Institutions.

Provision of Specially Designed Instruction. We are frequently told by ESA personnel that they are a related service and do not provide specially designed instruction. However, the regulations indicate that ESA personnel may provide either SDI and or related services. Related services are defined as those services that enable the student to benefit from SDI. For example, if you are consulting with the teacher or providing supports for the student to use in the learning environment, you are a related service provider. If you create goals for the student, based on their evaluation, which require instruction on a skill not provided in the general education curriculum, it is specially designed instruction. You may provide the SDI yourself, or delegate the provision of services to another provider, but the time spent on the instruction will appear on the IEP Matrix as SDI.

Positive Behavioral Supports for Students with Learning Disabilities — Slides 61-66 provide examples of compliant goals for SLPs, Ots and PTs.

Accessible Educational Materials — The National Center on Accessible Educational Materials for Learning at CAST provided technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.

Assistive Technology in the IEP  is a decision-making protocol to determine the use of assistive technology. You can also request support from the Special Education Technology Center which provides consultation with school teams, hardware and software to support student learning.

Washington Sensory Disabilities Services (WSDS) is here to assist children who are deaf or hard of hearing, blind or visually impaired, or deaf-blind, by providing assessment services, training and other support to children, school districts, families and service providers.

OSPI Evaluation and IEP Technical Assistance Module. The content of the module is intended to assist special education staff in developing sufficient evaluations and properly formulated Individualized Education Programs (IEPs) that improve instruction.  Slides 25-30 define and provide examples of SDI.

Supporting Student Mental Health: Resources to Prepare Educators

OSPI Technical Assistance Paper No. 2 Revised: Discipline Requirements for Students Who Receive Special Education Services

Positive Behavioral Interventions & Supports promotes Cultural Responsiveness and provides resources to use PBIS in online education.

A Handbook for Family and Educators – produced by the WEA Special Education Support Center provides a comprehensive explanation of the Individuals with Disabilities Education Act (IDEA) and the related Washington Adminstrative Code: what the law says/means, what the school needs to do, and what parents need to know/do.

High Leverage Practices – In 2017, the Council for Exceptional Children published High Leverage Practices, a collection of research which identifies the elements of effective instruction that offer the best results for special education students developed as an interactive tool for educators.

• ESA Certification information for obtaining or renewing your certification.
• Supporting Student Mental Health: Resources to Prepare Educators
• OSPI Technical Assistance Paper No. 2 Revised: Discipline Requirements for Students Who Receive Special Education Services
• Positive Behavioral Interventions & Supports promotes Cultural Responsiveness and provides resources to use PBIS in online education.