Making Related Service Decisions for Students with Severe Disabilities: Roles, Criteria, and Authority

Abstract

Effective delivery of related services requires a shared framework for decision making among educators, related service personnel, and families. This framework may be characterized by (a) the roles of related service professionals, (b) the criteria used to make related service decisions, and (c) the authority for making decisions. Differences among team members regarding roles, criteria, and authority may impede the development of a shared framework, while similarities may provide foundations upon which to advance collaborative efforts and appropriate services. Identification of similarities and differences regarding roles, criteria, and authority were explored using a questionnaire distributed to parents, special education teachers, occupational therapists, physical therapists, and communication specialists who served students with severe disabilities in public schools. Comparisons were made using one-way ANOVA and Scheffé post hoc comparisons. Interpretations of results focus on conceptualizations for viewing roles, criteria, and authority regarding the provision of related services for students with severe disabilities.