VI. References

(organized by sections)




I. Related Service Guidelines
II. Definitions
III. Legal Information About Related Services
IV. Medicaid Funding
V. Information About Related Service Disciplines


Related Service Guidelines
Bricker, D. (1976).  Educational synthesizer.  In M.A. Thomas (Ed.), Hey,
don't forget about me!  Education's investment in the severely, profoundly
and multiply handicapped (pp. 84-89).  Reston, VA: Council for Exceptional
Children.

Bruder. M.B. (1994).  Working with members of other disciplines:
Collaboration for success.  In M. Wolery, & J.S. Wilbers (Eds.), Including
children with special needs in early childhood programs (pp. 45-70).
Washington, DC: National Association for the Education  of Young Children.

Bruder, M.B., & Bologna, T.M. (1993).  Collaboration and service
coordination for effective early intervention.  In W. Brown, S.K. Thurman,
& L. Pearl (Eds.), Family-centered early intervention with infants and
toddlers: Innovative cross-disciplinary approaches (pp. 103-128).
Baltimore: Paul H. Brookes. 

Bundy, A. (1995).  Assessment and intervention in school-based practice:
Answering questions and minimizing discrepancies. Physical and
Occupational Therapy in Pediatrics, 15 (2), 69-88.

Bundy, A. (1993).  Will I see you in September?  The questions of
educational relevance.  American Journal of Occupational Therapy, 47,
848-850

Campbell, P. H. (1987).  The integrated programming team:  An approach for
coordinating professional of various disciplines in programs for students
with severe and multiple handicaps. Journal of the Association for Persons
with Severe Handicaps, 12 (2), 107-116.

Clark, G.F., & Miller, L.E. (1996).  Providing effective occupational
therapy services: Data-based decision making in school-based practice.
American Journal of Occupational Therapy, 50 (9), 701-708.

Cole, K., Harris, S., Eland, S., & Mills, P. (1989).  Comparison of two
service delivery models: In-class and out-of-class therapy approaches.
Pediatric Physical Therapy, 1(2), 49-54.
Cole, K., Mills, P.E., & Harris, S.R. (1991).  Retrospective analysis of
physical and occupational therapy progress in young children: An
examination of cognitive referencing.  Pediatric Physical Therapy, 3,
185-189.

DeGangi, G. (1994).  Documenting sensorimotor progress: A therapist's
guide.  Tucson, AZ: Therapy Skill Builders.

Dennis, R.E., Williams, W.W., Giangreco, M.F., & Cloninger, C.J.  (1993).
Quality of life as a context for planning and evaluation of services for
people with disabilities:  A review of the literature.  Exceptional
Children, 59, 499-512.

Downing, J.E. (1996).  Including students with severe and multiple
disabilities in typical classrooms: Practical strategies for teachers.
Baltimore: Paul H. Brookes.

Downing, J.E., & Bailey, B.R. (1990).  Sharing responsibility: Using a
transdisciplinary approach to enhance the learning of students with severe
disabilities.  Journal of Educational and Psychological Consultation, 1,
259-278.

Dunn, W. (1991).  Integrated related services.  In L. Meyer, C. Peck, & L.
Brown (Eds.),  Critical issues in the lives of people with severe
disabilities (pp. 353-377).  Baltimore: Paul H. Brookes Publishing.

Dunn, W., Foto, M., Hinojosa, J., Schell, B.A., Thomson, LK, & Hertfelder,
S.D. (1996).  Occupational therapy: A profession in support of full
inclusion.  American Journal of Occupational Therapy, 50, 855.

Effgen, S. (1994).  The educational environment.  In S.K. Campbell, R.
Palisano, R., & D.W.V. Linden (Ed.).  Physical therapy for children (pp.
847 -872). Philadelphia: W.B. Saunders Co.
England, J. (1994).  Related services in inclusive classrooms.  Detroit:
Developmental Disabilities Institute, The University Affiliated Program of
Michigan, Wayne State University.

Erwin, E., & Rainforth, B. (1996).  Partnerships for collaboration:
Building bridges in early care and education.  In E. Erwin (Ed.), Putting
children first: Visions for a brighter future for young children and their
families (pp. 227-251).  Baltimore: Brookes.

Friend, M., & Cook, L. (1996).  Interactions: Collaboration skills for
school professionals (2nd ed.).  New York: Longman.

Giangreco, M.F. (1986).  Delivery of therapeutic services in special
education programs for learners with severe handicaps.  Physical and
Occupational Therapy in Pediatrics, 6(2), 5-15.

Giangreco, M.F. (1994).  Effects of a consensus-building process on team
decision-making: Preliminary data.  Physical Disabilities: Education and
Related Services , 13(1), 41-56. 

Giangreco, M.F. (1986).  Effects of integrated therapy:  A pilot study.
Journal of the Association for Persons with Severe Handicaps, 11(3), 205 -
208. 

Giangreco, M.F. (1990).  Making related service decisions for students
with severe disabilities:  Roles, criteria, and authority.  Journal of
Association for Persons with Severe Handicaps, 15(1), 22 - 31.

Giangreco, M.F. (1995).  Related services decision-making: A foundational
component of effective education for students with disabilities.  Physical
and Occupational Therapy in Pediatrics 15(2), 47-67. 

Giangreco, M.F. (1996).  "The stairs didn't go anywhere!"  A
self-advocates reflections on specialized services and their impact on
people with disabilities.  Physical Disabilities: Education and  Related
Services, 14(2),  1-12.

Giangreco, M.F. (1996).  Vermont interdependent services team approach: A
guide to coordinating educational support services.  Baltimore: Paul H.
Brookes.   An updated Supplement to VISTA is available from the Center on Disability and Community Inclusion, University of Vermont.

Giangreco, M.F., Cloninger, C.J., & Iverson, V.S. (1998).  Choosing
outcomes and accommodations for children (COACH): A guide to educational
planning for students with disabilities (2nd edition).  Baltimore: Paul H.
Brookes Publishing. 

Giangreco, M.F., Dennis, R.,  Edelman, S., & Cloninger, C., (1994).
Dressing your IEPs for the  general education climate: Analysis of IEP
goals and objectives for students with multiple disabilities.   Remedial
and Special Education, 15(5), 288-296. 

Giangreco, M.F., Edelman, S., & Dennis, R. (1991).  Common professional
practices that interfere with the integrated delivery of related services.
Remedial and Special Education, 12(2), 16-24.

Giangreco, M.F., Edelman, S., Dennis, R., Prelock, P., & Cloninger, C.
(1997).  Getting  the most out of support services.  In M. F. Giangreco
(Ed.)  Quick-Guides to inclusion: Ideas for educating students with
disabilities  (pp.  85-112 ).  Baltimore: Paul H. Brookes  

Giangreco, M.F., Edelman, S., Luiselli, T.E.,  & MacFarland, S.Z.  (1998).
Reaching consensus about educationally necessary support
services:  A qualitative evaluation of VISTA.  Special Services in the
Schools, 13, (1/2), 1-32.

Giangreco, M.F., Edelman, S., Luiselli, T.E., & MacFarland, S.Z. (1996).
Support service decision-making for students with multiple service needs:
Evaluation data.  The Journal of the Association for Persons with Severe
Handicaps , 21(3), 135-144.  

Giangreco, M.F., Edelman, S., MacFarland, S.Z., & Luiselli, T. E. (1997).
Attitudes about educational and related services provision for students
with deaf-blindness and multiple disabilities.  Exceptional Children,
63(3), 329-342.    

Giangreco, M.F., York, J., & Rainforth, B. (1989). Providing related
services to learners with severe handicaps in educational settings:
Pursuing the least restrictive option.  Pediatric Physical Therapy, 1(2),
55 - 63.

Heumann, J.E., & Hehir, T. (1994).  Questions and answers on the least
restrictive environment requirements of the Individuals with Disabilities
Education Act.  Washington, DC: United States Department of Education:
Office of Special Education and Rehabilitation.

Hyde, E. (1994).  The contributions of related services personnel to
school reform efforts.  Special Services in the Schools,  9 (2), 127-138.

Idol. L., Paolucci-Whitcomb, P., Nevin, A. (1986).  Collaboration
consultation.  Austin, TX: PRO-ED.

Jorgensen, C. (1992).  Natural supports in inclusive schools: Curricular
and teaching strategies.  In J. Nisbet (Ed.), Natural supports in school,
at work, and in the community for people with severe disabilities (pp.
197-215).  Baltimore: Paul H. Brookes.

Letters to the Editor: More concerns about Louisiana criteria.  (1990).
American Journal of Occupational Therapy, 44(5), 470.

Lyon, S., & Lyon, G. (1980).  Team functioning and staff development: A
role release approach to providing integrated educational services for
severely handicapped students.  Journal of the Association for the
Severely Handicapped, 5, 250-263.

McEwen, E. (1995). Occupational  and physical therapy in educational
environments.  Binghamton, NY: Haworth Press. 

McWilliam, R.A. (1995).  Integration of therapy and consultative special
education: A continuum in early intervention. Infants and Young Children,
7 (4), 29-38.

McWilliam, R.A. (1996).  Rethinking pull-out services in early
intervention.  Baltimore: Paul H. Brookes.

McWilliam, R.A., & Bailey, D.B. (1994). Predictors of service-delivery
models in center-based early intervention. Exceptional Children, 61(1),
56-71.

Nisbet, J. (1992).  Natural supports at home, school, and in the community
for people with severe disabilities. Baltimore: Paul H. Brookes.

Orelove, F. & Sobsey, D. (1996).  Educating children with multiple
disabilities: A transdisciplinary approach (3rd edition), Baltimore, MD:
Paul H. Brookes Publishing.

Rainforth, B., & England, J. (1997).  Collaboration for inclusion.
Education and Treatment of Children, 20(1), 85-104.

Rainforth, B., Giangreco, M., York, J., & Smith, P. (1995).  Collaborative
teamwork in training and technical assistance:  Enhancing community
supports for persons with developmental disabilities.  In O. Karan & S.
Greenspan (Eds.),  Community rehabilitation services for people with
disabilities (pp. 134-168). Newton, MA: Butterworth-Heinemann. 

Rainforth, B., & York, J. (1987).  Integrating related services in
community instruction.  Journal of the Association for Persons with Severe
Handicaps, 12 (3), 190-198.

Rainforth, B., & York-Barr, J. (1997).  Collaborative teamwork for
students with severe disabilities: Integrating therapy and educational
services (Second edition).  Baltimore: Paul H. Brookes.

Reynolds, M. (1962). A framework for considering some issues in special
education.  Exceptional Children, 28, 367-370.

Sowers, J., Hall, S., & Rainforth, B. (1992).  Related service personnel
in supported employment: Roles and training needs.  Rehabilitation
Education, 4,319-331.

Sternat, J., Messina, R., Nietupski, J., Lyon, S., & Brown, L. (1977).
Occupational and physical therapy services for severely handicapped
students:  Toward a naturalized public school service delivery model.  In
E. Sontag, J. Smith & N. Certo (Eds.), Educational programming for the
severely and profoundly handicapped (pp. 263-278).  Reston, VA: Council
for Exceptional Children -- Division of Mental Retardation.

Thousand, J., & Villa, R. (1992).  Collaborative teams: A powerful tool in
school restructuring.  In R. Villa, J. Thousand, W. Stainback, & S.
Stainback (Eds.), Restructuring for caring and effective schools: An
administrative guide to creating heterogeneous schools (pp. 73-108).
Baltimore: Paul H. Brookes.

York, J., Giangreco, M.F.,  Vandercook, T. , & Macdonald, C.  (1992).
Integrating support personnel in inclusive classrooms. In S. Stainback &
W. Stainback (Eds.), Curriculum considerations in inclusive classrooms:
Facilitating learning for all students (pp. 101-116).  Baltimore, MD:
Paul H. Brookes. 

York, J., Rainforth, B., & Giangreco, M.F. (1990).  Transdisciplinary
teamwork and integrated therapy:   Clarifying the misconceptions.
Pediatric Physical Therapy, 2(2), 73 - 79. 

Zirkel, P.A. & Knapp, S. (1993).  Related services for students with
disabilities: What educational consultants need to know.  Journal of
Educational and Psychological Consultation, 4(2), 137-151.

Definitions
American Occupational Therapy Association (1989).  Guidelines for
occupational therapy services in school systems (second edition).
Rockville, MD: Author. 

Giangreco, M.F. (1996).  Vermont interdependent services team approach: A
guide to coordinating educational support services.  Baltimore: Paul H.
Brookes.

Legal Information About Related Services
Bartlett, L. (1996).  Post-Zobrest: Where are we in the issue of special
education programs and services to parent placed private school students.
West's Education Law Quarterly, 5 (3), 517-542.

Board of Education of the Hendrick Hudson Central School District v.
Rowley, 102 S. Ct. 3034 (1982).

Irving Independent School District v. Tatro, 104 S.Ct. 3371 (1984).
Lehr, D., & Haubrich, P. (1986).  Legal precedents for students with
severe handicaps.  Exceptional Children, 52 (4), 358-365.

Osborne, A. G. Jr. (1984). How the courts have interpreted the related
services mandate.  Exceptional Children, 51(3), 249-252.

Osborne, A.G.  Jr. (1994).  Providing special education and related
service to parochial school students in the wake of  Zobrest.  West's
Education Law Quarterly, 3 (2), 274-284.
Osborne, A.G.  Jr. (1993).  Special education and related services for
parochial school students.  West's Education Law Quarterly, 2 (3),
434-442.

Rainforth, B. (April 1991).  OSERS clarifies legality of related services
eligibility criteria. TASH Newsletter, 17, 8.

Rapport, M.J. (1995).  Laws that shape therapy services in educational
environments.  Physical and Occupational Therapy in Pediatrics, 15 (2),
5-32.

Rapport, M.J. (1996).  Legal guidelines for the delivery of special health
care services in schools.  Exceptional Children, 62 (6), 537-549.

Vitello, S. J. (1986).  The Tatro case: Who gets what and why.
Exceptional Children, 52(4), 353-356.

Wagner, E.N. (1991).  Public responsibility for special education and
related services in private schools.   Journal of Law and Education, 20
(1), 43-62.

Zirkel, P. A. (1991).  Compensatory educational services in special
education cases.  West's Educational Law Reporter, 67 (3), 881-887.

Medicaid Funding
Need citations


Information About Related Service Disciplines


Speech/Language Pathology
American Speech-Language-Hearing Association (1990).  The roles of
speech-language pathologists in service delivery to infants, toddlers, and
their families.  ASHA, 32, 4 (Supplement 2).

American Speech-Language-Hearing Association (1991).  A model for
collaborative service delivery for students with language-learning
disorders in the public schools.  ASHA, 3, 33 (Supplement).

American Speech-Language-Hearing Association (1992).  Guidelines for
meeting the communication needs of persons with severe disabilities.
ASHA, 34, 1-8. (Supplement 7).

American Speech-Language-Hearing Association  (1993).  Guidelines for
caseload size and speech-language delivery in the schools.  ASHA, 35,
33-39 (Supplement 10).

Coufal, K.L. (1993).  Collaborative consultation for speech-language
pathologists.  Topics in Language Disorders, 14(2), 13-32.

Prelock, P. A., Miller, B.L., & Reed, N.L. (1995).  Collaborative
partnerships in a language in the classroom program.  Language, Speech,
Hearing Services in Schools, 26, 286-292

Prelock, P. (1995).  Rethinking collaboration: A speech-language pathology
perspective.  Journal of Educational and Psychological Consultation, 6,
95-99.


Audiology (need references)

Hearing Support Services (need references)

Vision Support Services (need references)

Orientation & Mobility Services (need references)


Physical Therapy
American Physical Therapy Association (1990).  Guidelines of physical
therapy practice in educational environments.  Alexandria, VA: Author.

American Physical Therapy Association (1995).  Position on practice in
educational environments.  Alexandria, VA: Author.

American Physical Therapy Association (1993).  Practice department report.
Alexandria, VA: Author.

Karnish, K., Bruder, M.B., & Rainforth, B. (1995).  Comparison of physical
therapy in two school based treatment contexts.  Physical and Occupational
Therapy in Pediatrics, 15(4) 1-25.

Martin, K. (1988).  Physical therapists in educational environments: Focus
on educational significance.  Totline, 14(2),4.

McEwen, I. (1992).  Assistive positioning as a control parameter of
social-communicative interactions between students with profound multiple
disabilities and classroom staff. Physical Therapy, 72 (9), 634-647.

McEwen, I.R. (1994). Mental retardation. In S.K. Campbell, R. Palisano,
R., & D.W.V. Linden (Ed.).  Physical therapy for children (pp. 459-488).
Philadelphia: W.B. Saunders Co.

McEwen, I. R., & Karlan, G. R. (1989).  Assessment of effects of position
on communication board access by individuals with cerebral palsy.
Augmentative and Alternative Communication, 5, 235-242.

McEwen, I.R., & Shelden, M.L. (1995).  Pediatric therapy in the 1990's:
The demise of the educational versus medical dichotomy. Physical and
Occupational Therapy in Pediatrics, 15 (2), 33-46.

Rainforth, B. (1997). Analysis of physical therapy practice acts:
Implications for role release in education environments.  Pediatric
Physical Therapy, 9, 54-61. 

Occupational Therapy
American Occupational Therapy Association (1989).  Guidelines for
occupational therapy services in school systems (second edition).
Rockville, MD: Author. 

Barnes, K. J., Schoenfeld, H.B., & Pierson, W.P. (1997).  Inclusive
schools: Implications for public school occupational therapy.  Physical
Disabilities: Education and Related Services, 15(2), 37-52.

Dunn, W. (1990).  A comparison of service provision models in school-based
occupational therapy services.  Occupational Therapy Journal of Research,
10(5), 300-302.

Inge, K. & Snell, M.E. (1985).  Teaching positioning and handling
techniques to public school personnel through inservice training.  Journal
of the Association for Persons with Severe Handicaps, 10, 105-110.

Kemmis, B.L., & Dunn, W. (1996).  Collaborative consultation: The efficacy
of remedial and compensatory interventions in school contexts.  American
Journal of Occupational Therapy, 50, 709-717.

Kellegrew, D.H., & Allen, D. (1996).  Occupational therapy in
full-inclusion classrooms: A case study from the Moorpark model.  American
Journal of Occupational Therapy, 50 (9), 718-724.

Psychological Services (need more references)
Graden, J.L., Zins, J.E., & Curtis, M.J. (1988).  Alternative educational
delivery systems: Enhancing instructional options for all students.
Washington, DC: National Association for School Psychologists.

Mar, H. (1991). Retooling psychology to serve children and adolescents
with severe disabilities.  School Psychology Review, 20 (4), 510-521.

Counseling (need more references)
Maag, J.W., & Katsiyannis, A. (1996).  Counseling as a related service for
students with emotional or behavioral disorders: Issues and
recommendations.  Behavioral Disorders, 21 (4), 293-305.
Rehabilitation Counseling (need references)

Social Work (need more references)
Halpern, R. (1993).  The societal context of home visiting and related
services for families in poverty.   The Future of Children, 3 (3),
158-171.

Health/Medical/Nursing Services
Greismann, Z. (1990).  Medically fragile children.  West's Education Law
Reporter, 61 (2), 403-408.

Heller, K.W., Fredrick, L., Rithmire, N.M. (1997).  Special health care
procedures in the schools.  Physical Disabilities: Education and Related
Services, 15 (2), 5-22.

Hutchinson, D.J. (1978).  The transdisciplinary approach.  In J.B. Curry &
K.K. Peppe (Eds.), Mental retardation: Nursing approaches to care (pp.
65-74).  St. Louis: C.V. Mosby.

Jordan, A., & Weinroth, M.D. (1996).  A school system's model for meeting
special health care needs. Physical Disabilities: Education and Related
Services, 15 (1), 27-47.

Dieterich, C.A. (1995).  Health-related services under IDEA that are
medical in nature.  West's Education Law Quarterly, 4 (4), 613-622.
Recreation/Therapeutic Recreation Services (need references)

Assistive Technology (need more references)
Weiss, K.E., & Dykes, M.K. (1995).  Legal issues in special education:
Assistive technology and supportive services. Physical Disabilities:
Education and Related Services, 14 (1), 29-36.


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