Integrated Therapy Works! Statements from Staff
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What is Integrated Therapy?
by Betty Lansdowne
Related service providers can support preschool youngsters receiving special education following a continuum of models ranging from individual pull-out therapy to collaborative consultation (McWilliam, R.A. [1995]. Integration of therapy and consultative special education: A continuum in early intervention. Infants and Young Children, 7(4), 29-38.). One of these service models is called integrated therapy, which is defined as “the coordination of therapy or consultative special education within the ongoing routines of the classroom” (“Integrated Therapy”, www.vanderbiltchildrens.com). As the therapist(s) works with a child in the classroom setting alongside the classroom staff, the staff members observe and learn to follow those same strategies with the child when the therapist is not present. This allows the interventions to be embedded into the daily routines and activities of the child and to become a part of a well-coordinated program.
In guidance from the NM Public Education Department, Special Education Bureau concerning the role of related service providers, a memorandum dated August 22, 2002 from Sam Howarth, State Director of Special Education at that time, recommends that “IEP teams expand their thinking about the role of related service providers in working collaboratively with educators and their students to structure the supports, interventions, and services that will help students with disabilities attain their educational and life goals. As such, we are recommending that the entire school context and all those within it be considered when designing the supports and interventions.” (S. Howarth. August 22, 2002. Memorandum: Role of Related Service Providers.). He writes that all too often it is automatically decided that related service providers work in segregated settings using one-on-one, direct instruction/interventions and that thinking need be expanded to consider other options such as integrated therapy.
When districts use this model of service provision, it is understood that these related service providers become a part of the instructional team, using their specific expertise in designing tasks that focus on the student’s strengths, needs, learning styles, etc. Their participation requires time to regularly collaborate with the other team members.