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Diane Barnes, O&M Specialist, ESC XIII (1/2001)

DIRECT SERVICES

O&M Instructor IEP

The O&M Instructor works directly (pull - out) with the "student"

  • The ARD papers document how often the student will receive services, and the length of time of each session
  • The ARD papers document teaching environments (e.g. school, and/or home, and/or community)
  • If services will take place other than (or, in addition to) regular school hours, ARD papers document 'When" (e.g. before school, after school)
  • If other team members serve in a "role release" capacity, two things should occur:
    1. The O&M Instructor "models" "specific techniques" in the "environment/s" in which they will be used
    2. The O&M Instructor "monitors" (observations and communications) for accuracy and the need for adaptations / corrections
  • Under this model, the student has demonstrated the ability to work with a service provider who s/he does not interact with throughout the natural context of her/his day, learn skills in isolation (e.g. touch technique taught by walking back and forth down the hall), tolerate concentrated practice of skill/s during a session, and /or generalize skills from one situation to another.

Integrated (Team) IEP

  • The O&M Instructor collaborates with at least one other team member in writing an IEP which incorporates both party's goals and objectives. This type of IEP is most used with infants/students who require learning techniques in the context of structured routines (part of student's natural day, instead of "in isolation"), and/or the student works best with few interveners.
  • Each discipline's name is listed on the "person responsible" section of the IEP. The perspective person's initials are listed next to each specific technique in which s/he will teach and model (e.g. if the routine is "student will use the cane to walk to bathroom", the O&M instructor's initials are listed as the teacher, but all parties will play a role in implementing the activity as part of the student's daily schedule.
  • Under this model, the O&M instructor provides direct services for an extended period, but may or may not serve in the on-going direct service capacity. The role may shift to the "consult" model when techniques application/s reach the level of no longer requiring direct O&M Instructor intervention. The O&M Instructor continues to hold responsibility for the Under this model, the O&M instructor provides direct services for an extended period, but may or may not serve in the on-going direct service capacity. The role may shift to the "consult" model when techniques application/s reach the level of no longer requiring direct O&M Instructor intervention. The O&M Instructor continues to hold responsibility for the implementation of specified O&M techniques and techniques, and monitors/communicates regularly with the "role releasee/s".

NOTE: For children in the birth to three year old (0 - 3) category, an IEP is not used. O&M Instructor intervention areas are documented in the IFSP paperwork.

CONSULT ONLY

  • The O&M Instructor does not work directly with the child/student.
  • The O&M instructor has identified O&M related areas which may benefit the child /student, but these services can appropriately be provided by the parent and incorporated into existing service providers' (e.g. VI teacher, class room teacher) programs.
  • The O&M Instructor demonstrates specific techniques, and/or provide the teacher/s with activities and experiences which will enhance the child's/student's independent travel abilities.
  • Under this model, the child/student: (1) demonstrated skills at the appropriate level, but requires monitoring to ensure consistency/accuracy, and/or (2) has good functional travel vision, but would benefit with enhancement opportunities and experiences (e.g. identifying landmarks and clues when on field trips and family outings).

* Child refers to the birth - 3 year old category. Student refers to the 3 (in school) to 22 age category.