Education Portal for Students in India

Objectives of RCI

1. To regulate the training policies and programmes in the field of rehabilitation of persons with disabilities.
2. To bring about standardization of training courses for professionals dealing with persons with disabilities.
3. To prescribe minimum standards of education and training of various categories of professionals/ personnel dealing with people with disabilities.

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What does RCI mean explain the function of RCI in India?

Home Rehabilitation Council of India – The rehabilitation Council of India(RCI) was set up as registered society in 1986. On september, 1992 the RCI Act was enacted by parliament and it became a statutory body on 22 June 1993. The Act was amended by parliament in 2000 to make it broadbased.

the mandate given to RCI is to regulate and monitor services given to person with disability, to standardise syllabi and to maintain a Central rehabilitation register of all qualified professionals and personal working in the field of rehabilitation and social Education. the Act aslo prescribe punitive action against unqalified persons delivering sevices to person with disability.

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In which year did Indian Parliament enacted RCI Act?

Welcome to REHABILITATION COUNCIL OF INDIA – The Rehabilitation Council of India(RCI) was set up as a registered society in 1986.On September,1992 the RCI Act was enacted by Parliament and it became a Statutory Body on 22 June 1993.The Act was amended by Paliament in 2000 to make it more broadbased.The mandate given to RCI is to regulate and monitor services given to persons with disability,to standardise syllabi and to maintain a Central Rehabilitation Register of all qualified professionals and personnel working in the field of Rehabilitation and Special Education.The Act also prescribes punitive action against unqualified persons delivering services to persons with disability.
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What is the objective of RCI?

To encourage continuing education in the field of rehabilitation and special education by way of collaboration with organizations working in the field of disability.
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What is RCI and how does it work?

Founded in 1974, Resort Condominiums International (RCI Travel) began as — and remains — a timeshare exchange company. RCI offers a subscription-based program to owners at its network of affiliated resorts. It is now the world’s largest timeshare exchange, followed by competitor Interval International.
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What does RCI stand for in education?

Regional Choice Initative (RCI)
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Who is the head of Rehabilitation Council of India?

Shri Rajesh Aggarwal, I.A.S.
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What is the purpose of rehabilitation?

What is rehabilitation? – Rehabilitation is defined as ” a set of interventions designed to optimize functioning and reduce disability in individuals with health conditions in interaction with their environment “, Put simply, rehabilitation helps a child, adult or older person to be as independent as possible in everyday activities and enables participation in education, work, recreation and meaningful life roles such as taking care of family.

1. It does so by addressing underlying conditions (such as pain) and improving the way an individual functions in everyday life, supporting them to overcome difficulties with thinking, seeing, hearing, communicating, eating or moving around.
2. Anybody may need rehabilitation at some point in their lives, following an injury, surgery, disease or illness, or because their functioning has declined with age.

Some examples of rehabilitation include:

Exercises to improve a person’s speech, language and communication after a brain injury.Modifying an older person’s home environment to improve their safety and independence at home and to reduce their risk of falls.Exercise training and education on healthy living for a person with a heart disease.Making, fitting and educating an individual to use a prosthesis after a leg amputation.Positioning and splinting techniques to assist with skin healing, reduce swelling, and to regain movement after burn surgery.Prescribing medicine to reduce muscle stiffness for a child with cerebral palsy.Psychological support for a person with depression.Training in the use of a white cane, for a person with vision loss.

Rehabilitation is highly person-centered, meaning that the interventions and approach selected for each individual depends on their goals and preferences. Rehabilitation can be provided in many different settings, from inpatient or outpatient hospital settings, to private clinics, or community settings such as an individual’s home.
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What is functional rehabilitation model?

Darlene: Hi everyone! We are the group 3 and we are going to discuss all about Functional/ Rehabilitation model. But before we finally precede to our main topic for today let us recall first what is model of disability. Coleen What is model of disability? It is a conceptual explanation of the process and underlying mechanism by which disease, injury or birth defect impacts a person’s ability to function.

This model refers to a system of definition and theories about human disabilities that are used to provide a framework for discussion or to explain disabilities in relation to clinical diagnosis, rehabilitation medicine, employment issue, public policymaking, and similar concerns. What is Functional or rehabilitation model? The functional or rehabilitation model is quite similar to the biomedical model in that it sees the PWD as having impairment or deficits.

Disability is caused by physical, medical or cognitive deficits. The disability itself limits a person’s functioning or the ability to perform functional activities deficits then justify the need to undergo rehabilitative intervention like the therapies, counseling and the like in the aim of reintegrating that is able into society.

1. JOCELYN This model of disability focuses on disability as deriving from an individual’s impairments or deficits.
2. Where this model differs from the medical approach is that, while the source of the disability is individualistic and linked to medical, physiological, or cognitive impairments or deficits, the expression of disability is the inability to perform a number of functional activities.

Example for biomedical model is mental retardation which is a condition of arrested or incomplete development of the mind, which is especially characterized by impairment of skills manifested during the developmental period, which contribute to the overall level of intelligence such as cognitive, language, motor, and social abilities or condition.

1. Whilst, the logic of the functional approach is to focus program delivery on individuals who need services to function.
2. Like a cripple person, this belongs to the functional/ rehabilitation model.
3. A cripple is a disability where in a person is unable to walk because of an injury or illness.
4. The underlying presumption of the functional model is that, while acknowledging the condition or pathological source of the disability, the most important part of the disability is the disruption in functioning.

The functional model considers the expression of disability as something that can be treated much like a doctor treats a disease and it stresses the adoption of a treatment regimen, strategy, or service that improves functional capacity rather than addressing the underlying condition or impairment.

DARLENE The main difference between biomedical and functional model is in the concept of habilitation and rehabilitation. The biomedical model suggests habitation, which refers to help given to those whose disabilities are congenital or manifested very early in life in order to maximize function. Habilitation refers to health care services that help a person acquire, keep or improve, partially or fully, and at different points in life, skills related to communication and activities of daily living.

It focuses on learning new skills. On the other hand, functional or rehabilitation model refers to the assistance given by professionals to those who have an acquired disability in the hope of gaining back one’s functionality. Rehabilitation refers to health care services that help a person keep, restore or improve skills and functioning for daily living and skills related to communication that have been lost or impaired because a person was sick, injured or disabled.

• It focuses on regaining skills lost.
• For example, when World War I happened, communities witnessed perfectly healthy people leave to serve the country only to come back disabled physically, neurologically, or mentally.
• It was then that people started to realize that not all disabilities are inborn.
• Rehabilitation Model is based on the medical model and belief that with adequate effort on the part of the person, the disability can be overcome.

Persons with disabilities are often perceived as having failed if they do not overcome the disability. Similar to the medical model, the rehabilitation model suggests that care and support are determined by professionals. NATHASIA The rehabilitation model regards the person with a disability as in need of services from a rehabilitation professional who can provide training, therapy, counseling, or other services to make up for the deficiency caused by the disability.

Medical rehabilitation help a person better in all his daily physical and mental activities related to increasing the potential capabilities and correction of deformities restoration of functions. Social rehabilitation implies social life restoration of family social interactions or relationship. Psychological rehabilitation includes psychological restoration of personal dignity and confidence of disabled. Vocational rehabilitation helps those patients who find difficulty to get employment.

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What do you understand by RCI 1992?

Rehabilitation Council of India Act 1992 – The RCI Act was enacted on 1 st September 1992 in order to regulate the training of rehabilitation professionals and the maintenance of a Central Rehabilitation Register and for matters connected therewith. The RCI Act became a Statutory Body on 22 nd 1993.
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What is RCI registration?

Norms and Guidelines – The persons registered with RCI shall be entitled to practice as a rehabilitation professionals/ personnel in any part of India and to recover in due course of law in respect of such practice any expenses, charges in respect of medicaments or other appliances or any fees to which he may be entitled.

• shall hold office as rehabilitation professional or any such office (by whatever designation called) in Government or in any institution maintained by a local or other authority;
• shall practice as rehabilitation professional anywhere in India;
• shall be entitled to sign or authenticate any certificate required by any law to be signed or authenticated by a rehabilitation professional;
• shall be entitled to give any evidence in any court as an expert under Section 45 of the Indian Evidence Act, 1872 on any matter relating to the handicapped:

General Terms and Conditions for Registration Under Section 1992 Act

1. The candidate’s name should be written in the application form as per the name mentioned in the certificate issued by RCI approved rehabilitation Training institute
2. The applicant should submit photocopies dully attested by a gazetted officer of all certificates from high school onward alongwith the application form.
3. Applicant should attach attested photocopies of degree/diploma certificates along with mark sheet of his professional qualification. Kindly note mark sheet alone will not be considered for registration.
4. Application form and Declaration form should be signed by the candidate.
5. Reference of three persons with their address and telephone no. on a separate sheet to be attached.
6. Enclose Certificate from the employer (in case person employed) regarding
   • Professional Experience in the field of Rehabilitation for the Disabled
   • Knowledge of the field
   • Character
7. Affix Photograph on application form and enclose additional one colour passport size photograph duly attested by the Gazetted officer on the back side of the photograph
8. Any other information for justification of experience in the field of Rehabilitation for the disabled.

Fee structure regarding Registration

Sr.No.	Details of fee structure	Revi s ed Fee (R s,) (w.e.f.1st April 2017)
1.	Fresh Registration	1000
2.	Renewal of Registration	500
3.	Addition of Qualification	1000
4.	Duplicate Certificate	1000
5.	Correction in Certificate (change of name, address, etc.)	500
6.	Good Standing Certificate	1500
7.	Visa Screening (including overseas postal charges)	3000

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Account Holder’s Name REHABILITATION COUNCIL OF INDIA Name of Bank Canara Bank Address of Bank Jit Singh Marg, New Delhi-110067 Account Number 1484101026701 Type of Account Saving IFSC Code CNRB0001484

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How many courses are there in RCI?

S.No Course Code Course Name Abbreviation Duration in Years

To know details about eligibility criteria for admission to various courses/ programmes, please refer to the respective syllabus given below as well as circularas issued by RCI from time to time:

B.Ed. Special Education M.Ed. Special Education In the field of Visual Impairment 1. 0538 M.Ed. Special Education (Visual Impairment) M.Ed.Spl.Ed.(VI) 2 2. 0515 B.Ed.Special Education (Visual Impairment) B.Ed.Spl.Ed.(VI) 2 3. 0550 D.Ed. in Special Education (Visual Impairment) D.Ed.Spl.Ed.(VI) 2 4. 0524 D.Ed.Special Education (Deafblind) D.Ed.Spl.Ed.(Db) 2 5.0572 B.Ed.Special Education (Deafblind) (on pilot basis) B.Ed.Spl.Ed.(Db) 2 6. 0566 Diploma in Computer Education (Visual Impairment) DCE(VI) 1 In the field of Hearing Impairment 7. 0539 M.Ed. Special Education (Hearing Impairment) M.Ed.Spl.Ed.(HI) 2 8. 0513 B.Ed. Special Education (Hearing Impairment) B.Ed.Spl.Ed.(HI) 2 9. 0547 D.Ed. in Special Education (Hearing Impairment) D.Ed.Spl.Ed.(HI) 2 10. 0552 Diploma in Early Childhood Special Education (Hearing Impairment). D.E.C.S.E.(HI) 1 11. 1701 Diploma in Indian Sign Language Interpretation D.I.S.L.I. 2 12.1703 Diploma in Teaching Indian Sign Language D.T.I.S.L 2 In the field of Intellectual Disability 13. 0537 M.Ed. Special Education (Intellectual Disability) M.Ed.Spl.Ed.(ID) 2 14. 0516 B.Sc. (Special Education and Rehabilitation) B.Sc.(Spl.Ed.&.Reh.) 3 15. 0518 B.Ed. Special Education (Intellectual Disability) B.Ed.Spl.Ed.(ID) 2 16. 0525 P.G. Diploma in Early Intervention P.G.D.E.I. 1 17. 0580 D.Ed. in Special Education (Intellectual and Developmental Disabilities) D.Ed.Spl.Ed.(IDD) 2 18. 0551 Diploma in Vocational Rehabilitation (Intellectual Disability) D.V.R.(ID) 1 19. 0519 Diploma in Early Childhood Special Education (Intellectual Disability) D.E.C.S.E.(ID) 1 20.0578 Integrated Bachelor of Education-Master of Education- Special Education (Intellectual Disability) Integrated B.Ed.-M.Ed.Spl.Ed. (ID) 3 In the field of Learning Disability 21. 0545 M.Ed. Special Education (Learning Disability) M.Ed.Spl.Ed.(LD) 2 22. 0544 B.Ed. Special Education (Learning Disability) B.Ed.Spl.Ed.(LD) 2 23 0579 Integrated Bachelor of Education-Master of Education Special Education (Specific Learning Disability ) Integrated B.Ed.-M.Ed.Spl.Ed.(SLD) 3 In the field of Rehabilitation Engineering/Technology In the field of Prosthetics & Orthotics 24. 1505 Master in Prosthetics & Orthotics M.P.O. 2 25. 1504 Bachelor in Prosthetics and Orthotics B.P.O. 4 1/2 26. 1502 Diploma in Prosthetics and Orthotics D.P.O. 2 27. 1503 Certificate Course in Prosthetics & Orthotic C.P.O. 1 In the field of Community Based Rehabilitation 28. 1301 Diploma in Community Based Rehabilitation D.C.B.R. 2 29.1304 Post Graduate Diploma in Community Based Rehabilitation P.G.D.C.B.R.2 In the field of Rehabilitation Psychology 30. 0906 M.Phil (Rehabilitation Psychology) M.Phil.(R.P.) 2 31. 0901 P.G. Diploma in Rehabilitation Psychology (Revised March, 2017) P.G.D.R.P. 1 In the field of Clinical Psychology 32. 0204 M.Phil (Clinical Psychology) M.Phil.(Cl.Psy.) 2 33. 0206 Professional Diploma in Clinical Psychology P.D. (Cl.Psy) 1 34. 0207 Psy.D in Clinical Psychology Psy.D (Cl.Psy) 4 In the field of Speech & Hearing 35. 0107 M.Sc. in Audiology M.Sc.(Aud.) 2 36. 0108 M.Sc. in Speech Language Pathology M.Sc.(S.L.P.) 2 37. 0105 Bachelor in Audiology and Speech-Language Pathology– Semester System B.A.S.L.P. 4 38. 0801 Diploma in Hearing Language and Speech D.H.L.S. 1 39. 0301 Diploma in Hearing Aid Repair and Ear Mould Technology D.H.A.R.E.M.T. 1 40. 1704 Post Graduate Diploma Course in Auditory Verbal Therapy PGDAVT 1 41. Post Graduate Diploma in Alternative and Augmentative Communication ( on Pilot basis) PGDAAC 1 In the field of Locomotor and Cerebral Palsy 42. 0573 D.Ed. Special Education (Multiple Disabilities) D.Ed.Spl.Ed.(MD) 2 43.0558 B.Ed. Special Education (Multiple Disabilities) B.Ed.Spl.Ed.(MD) 2 44.0575 M.Ed. Special Education (Multiple Disabilities) (on pilot basis) M.Ed.Spl.Ed.(MD) 2 45. 0546 P.G. Dipl. in Developmental Therapy (Mult. Dis.:Physical and Neuro.) P.G.D.D.T.(MD:P&N) 1 46. 0520 D.Ed. Special Education (Cerebral Palsy) D.Ed.Spl.Ed.(CP) 2 In the field of Autism Spectrum and Disorder 47. 0527 D.Ed. Special Education (Autism Spectrum Disorders) D.Ed.Spl.Ed.(ASD) 2 48. 0567 B.Ed. Special Education (Autism Spectrum Disorder) B.Ed.Spl.Ed.(ASD) 2 49.0574 M.Ed. Special Education (Autism Spectrum Disorder) (on pilot basis) M.Ed.Spl.Ed.(ASD) 2 In the field of Rehabilitation Therapy 50. 0703 Diploma in Rehabilitation Therapy D.R.T. 2 1/2 51. 0704 Certificate Course in Rehabilitation Therapy C.C.R.T. 1 In the field of Vocation Counselling and Rehabilitation Social Work/Administration 52. 1005 Master in Rehabilitation Science M.R.Sc. 2 53. 0905 M.Sc. (Psycho-Social Rehabilitation ) M.Sc.(Psycho-Social Rehab) 2 54. 1403 Master in Disability Rehabilitation Administration M.D.R.A. 2 55. 1006 M.A. Social Work in Disability Studies and Action M.A. (SWDS) 2 56. 0603 Bachelor in Rehabilitation Science B.R.Sc. 3 57. 1404 Post-Graduate Diploma in Disability Rehabilitation and Management P.G.D.D.R.M. 1 58. 1401 Advance Diploma in Child Guidance and Counselling ADCGC 1 Care Givers 59. 1306 Certificate Course in Care Giving C.C.C.G. 10 month In the field of Inclusive Education 60. 0577 Bachelor of Art/Bachelor of Commerce/ Bachelor of Science Bachelor of Education Special Education B.A./B.Com./B.Sc.B.Ed.Spl.Ed. 4

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How many RCI members are there?

About RCI® – RCI provides its 3.8 million Subscribing Members access to 4,200+ RCI affiliated resorts in 110 countries through week-for-week and points-based timeshare exchange programs*. RCI® Subscribing Members are passionate about how they spend their hard-earned leisure time, demanding flexibility, quality, and variety.
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How many points do you get with RCI?

How do I earn Rewards? In order to earn Rewards, your account must be in good standing (i.e., open and with charging privileges) and otherwise in compliance with the Credit Card Agreement. You earn Rewards for purchases less credits, returns, and adjustments (“Net Purchases”) made by you and/or any authorized user of the Account as follows: You earn five (5) Rewards for each one dollar ($1.00) in Net Purchases made with the Account on eligible RCI products and services.

• Included are fees associated with your RCI subscribing Weeks or Points membership account, such as membership renewal, exchange, guest certificate, and Trading Power Protection or Points Protection.
• Exclusions include RCI Travel, RCI Points Partners, RCI Cruise, Lifestyle Benefits, and Experiential Vacation purchases.

You earn two (2) Rewards for every one dollar ($1.00) in Net Purchases made with the Account on eligible travel. You earn one (1) Reward for every one dollar ($1.00) of Net Purchases made with the Account everywhere else. Eligible net timeshare resort maintenance and other fees and timeshare purchases (including down payments) will earn one (1) Reward per one dollar ($1.00).
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What is an RCI certificate?

What is an RCI ® Guest Certificate? – An RCI Guest Certificate allows a friend or family member to check in to a vacation at an RCI affiliated resort booked through your RCI account. They can be purchased with cash and applied to an RCI exchange vacation, an Extra Vacations SM getaway or a Last Call SM vacation.
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What does CCR mean in special education?

by Daniel Parker, Assistant Director of Special Education, Wisconsin Department of Public Instruction There are many people who touch the lives of students who receive special education services through an Individualized Education Program (IEP) as they journey through public education. The Local Educational Agency (LEA) representative is an important and required team member of each student’s IEP Team. In many districts, the role of the (LEA) representative is fulfilled by building principals. As a member of the IEP team, this person works collaboratively with other IEP team members to develop a program based on each student’s unique needs that is reasonably calculated to enable the student to make progress appropriate in light of the individual student’s circumstances, and assists the team in documenting that program in the student’s IEP. The Individuals with Disability Education Act (IDEA) 2004 identifies the LEA representative as someone who; (i) is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; (ii) is knowledgeable about the general education curriculum; and (iii) is knowledgeable about the availability of resources of the public agency. (34 CFR 300.321(a)(4)) In addition to school principals who may serve as the LEA representative on an IEP team, school principals have additional responsibility for ensuring school staff who are working with students with IEPs are supported and held accountable for IEP implementation. School principals have day to day influence on IEP service delivery and are in the position to support the needs of those who implement IEPs and the systems in which they work. This includes setting up collaborative teams, assisting with how students are assigned to classes, modeling high expectations for each and every student, providing educators with access to effective instructional planning for inclusive teaching and learning, and supporting a continuous improvement process to implement evidence based improvement strategies that is critical to IEP implementation. In the role of an IEP team member, the required skills and abilities of the LEA representative coincide with the Wisconsin Department of Public Instruction’s (DPI) College and Career Ready (CCR) IEP framework. CCR IEPs are for every student aged 3 through 21 who receives special education through an IEP. They are designed to meet the unique disability-related needs of each student to ensure that every step along a student’s educational journey, they are on track to graduate ready for further education, work, and living in the community. For more information on CCR IEPs, visit the DPI web page on CCR IEPs or review previous AWSA article on CCR IEPs, To assist IEP teams, DPI developed a CCR IEP Five Step Process that LEA representatives are encouraged to use during IEP team meetings to maximize the contribution of their unique knowledge and skill set, as well as that of all other IEP team members, to ensure each student with an IEP receives a free and appropriate public education (FAPE). For more information on how school principals can ensure students with IEPs receive FAPE, please see a recent DPI guidance bulletin, Along with the CCR IEP Five Beliefs, IEP teams use the CCR IEP Five Step Process to develop a deep understanding of the student’s unique disability-related needs that affect access, engagement, and progress in early childhood and grade level general education standards-based curriculum, instruction, and environments. Although LEA representatives serve a critical role in Step 4, Aligning IEP Services, they have responsibilities and can make contributions throughout the five step process. In step 1, Understand Achievement, the IEP team explores and documents the student’s current academic achievement and functional performance as it relates to access, engagement, and progress in relation to early childhood/grade-level academic standards and functional skill expectations. Data from multiple sources is used, including information and viewpoints from the family and student, regarding strengths, interests, and areas of concern. In addition to the general education teacher, another required IEP team member, the LEA representative has similar responsibility to communicate grade level academic and functional expectations that apply to all students and assist the IEP team in understanding each student’s current levels of academic and functional performance and for students participating in the statewide alternate assessment, IEPs should be aligned with alternate academic standards, The US Department of Education, Office of Special Education Programs, recently released guidance confirming the expectation that students who receive special education be held to rigorous academic standards. They state “Ensuring that all children, including children with disabilities, are held to rigorous academic standards and high expectations is a shared responsibility for all of us.” US Department of Education Dear Colleague Letter, November 16, 2015, Standards based IEPs start in Step 1 when the IEP team identifies how the individual student is performing compared to grade level peers. To assist IEP teams in Step 1: Understand Achievement, the LEA representative can assist by:

Ensuring that all IEP team members come prepared to share information about the student, (e.g. data, observations, analysis), but have not pre-determined the outcome of the IEP. Providing an IEP agenda in advance and setting norms at the beginning of a meeting is recommended. Assisting the team in understanding the academic standards and functional expectations that apply to all students. DPI recently released Social and Emotional competencies that can assist IEP teams with a framework for exploring grade level functional expectations in the social and emotional domain. Ensuring academic and functional performance data and descriptions are documented in the IEP in a way that is current and helps provide accurate baseline information, comes from a variety of data sources, and can be understood by everyone on the IEP team as well as teachers who will be required to implement the IEP. Ensuring that academic and functional performance of the student are described in relation to the expectations of grade level peers. Ensuring parent input is included a student’s present level of performance, even if parents aren’t in attendance during the meeting, the LEA representative can ensure parents were able to provide input in advance of the meeting through a Positive Student Profile, Student Snapshot, or other parent input forms as a mean to gather information. Remembering that taking parent input into consideration does not require the district to agree or implement the information and include any parent request under parent concerns in the IEP to document consideration. Ensuring present level information includes information is current, accurate, and objective. DPI created a ” Steps at a Glance ” document for Step 1 that outlines many required components of this step as well as suggestions that lead to improved student outcomes. Ensuring assessment results include sufficient information so the IEP team can consider the student’s previous rate of academic growth, whether the student is on track to achieve or exceed grade-level standards and expectations, and the effectiveness of instructional interventions.

In Step 2, Identify Effect of Disability-Disability Related Need, the IEP team first identifies “how” the student’s disability is observed to affect access, engagement, and progress in general education instruction, activities, and environments. Then the IEP team uses root cause analysis to dig deep to determine “why” the student is not meeting early childhood/grade level academic standards and functional expectations.

Finally, the IEP team summarizes the student’s disability-related needs that will be addressed by IEP goals and services. LEA representatives should understand that DPI has emphasized a greater focus on Step 2 of the process to encourage IEP team discussion, reflection, and analysis, because this step is foundational for determining a student’s IEP goals and services.

The Office of Special Education programs, as well as the DPI, has also released guidance that reminds IEP teams of their responsibility to ensure identification of the behavioral needs of students who receive special education. When a student’s behavior impedes their learning, or the learning of others, the LEA representative should ensure the IEP team identifies positive behavioral interventions and supports, and other strategies, to address the behavior.

• Failure of the IEP team to address the behavioral needs of a student with a disability can result in both a denial of FAPE and a denial of placement in the least restrictive environment (LRE).
• If the student already has behavioral supports, but there are repeated behavioral incidents and/or disciplinary removals, the IEP team should review and revise the IEP and engage in further discussion of a student’s effect of disability and disability-related needs in this area.

The LEA representative can also remind an IEP team that a Functional Behavior Assessment (FBA) may be needed and request consent from the parent to re-evaluate the student to get more a more comprehensive understanding of a student’s behavioral needs.

Encouraging a discussion from all team members on “why” the student may be struggling to access, engage, or make progress in identified grade level academic standards and functional expectations. In addition to special education staff, general education staff and families have insights that may lead to identifying specific disability-related needs, that when supported, will improve student educational outcomes.

Encouraging the IEP team to explore areas and environments in which the student is achieving success to identify ways to capitalize on student strengths.

Ensuring that any behavior related needs that have been documented in Step 1, or brought up at the IEP meeting, are further discussed by the team to identify how this might effect a student’s access, engagement, and progress in grade level general education instruction and environments as well as dig deeper in understanding why the team feels this behavior is occurring.

Understanding and reminding IEP team members that disability-related needs go beyond eligibility criteria and impairment label(s).

Ensuring that any and all academic and functional achievement gaps identified in Step 1 have been discussed when discussing the student’s effects of disability and disability-related needs.

DPI created a ” Steps at a Glance ” document for Step 2 that outlines many required components of this step as well as suggestions that lead to improved student outcomes.

In Step 3, Develop IEP Goals, the IEP team develops ambitious and achievable goals that close achievement gaps by supporting the student’s unique disability-related needs. IEP goals must be appropriately ambitious in light of the student’s circumstances and reasonably calculated to ensure the student is making progress toward IEP goals as well as making progress in grade level academic standards and functional expectations that are established for all students.

In addition, IEP goals must be aligned with the academic content standards for the grade in which the student is enrolled. An IEP that focuses on ensuring that the student is involved and making progress in the general education curriculum for the grade in which the student is enrolled will necessarily be aligned with the academic content standards for that particular grade.

To accomplish this, the IEP team must first understand the student’s current level of performance compared to the academic standards and functional expectations for all students ( see Step 1 of the College and Career Ready (CCR) IEP 5 Step Process ).

For more information on developing standards based IEP goals, see the DPI CCR IEP Step 3: Develop IEP Goals web page for webinar, steps at a glance document, and additional resources. This graphic may assist IEP teams with understanding the connections between three required components of IEP goal statements; baseline, level of attainment, and procedures to monitor progress of IEP goals.

The LEA representative may need to ensure that special and general education teachers fully understand how to identify an appropriate measure and procedure with which to monitor progress for a specific IEP goal. For example, if the student has a reading goal, the IEP team must identify a measure of progress that directly relates to the specific reading skill that is being taught that matches the information documented for baseline and expected level of attainment. To assist IEP teams in Step 3: Develop IEP Goals, the LEA representative can assist by:

Ensuring IEP goals are linked to the student’s disability-related needs documented in Step 2.

Assisting IEP teams in understanding how baseline, level of attainment, and procedures for monitoring progress are all connected.

Following up with staff once the IEP is implemented to ensure the measures to monitor progress documented in the IEP are systematically utilized to track IEP goal progress at regular intervals.

DPI created a ” Steps at a Glance ” document for Step 3 that outlines many required components of this step as well as suggestions that lead to improved student outcomes.

In Step 4, Align Services, the IEP teams determines the specially designed instruction, related services, supports, and accommodations needed to address disability-related needs, attain IEP goals, and ensure access to the general curriculum. IEP services enable the student to access, engage, and make progress in early childhood/grade level standards-based curriculum and instruction, other school-related activities, and environments.

IEP services must relate back to IEP goals identified in Step 3, and the student’s unique disability-related needs identified in Step 2. Step 4 is a critical step in the IEP process to meet the requirements set out in IDEA that requires students who receive special education through an IEP to receive a Free and Appropriate Public Education (FAPE).

The LEA representative has an important role in the provision of FAPE as this is the person on an IEP team who has the authority to commit agency resources and must be able to ensure that special education services described in the IEP will be provided as written.

When IEP teams are discussing possible services to support a student’s IEP goals and disability-related needs, the LEA representatives should assist IEP teams in problem-solving “how” to support a student’s various disability-related needs. It is often human nature for a member of the IEP team to take a position when presented with a student who may have significant needs such as academic, behavioral, or other functional needs that may be identified for a student found eligible for special education services.

In addition, emotions and positions may become intensified based on an IEP team member’s past experiences with special education or with their relationship to the student. When IEP team members take different positions, this can lead to an adversarial confrontation.

• LEA representatives and IEP facilitators should respond to IEP members who take a position by seeking more information through questioning.
• The position offered by a team member is usually only the “tip of the iceberg” and the LEA represented must dig deeper to learn the interests lying below the surface.

For example, there may be many reasons why an IEP team member may feel that a specific supplementary aid or service may be required for a student. The LEA representative can facilitate a discussion in relation to the underlying interest, which is likely related to supporting a student’s disability-related need, so the IEP team might consider a variety of options that would address and meet the individual need of the student so that they can better access, engage, and make progress in grade level general education curriculum, instruction, and environment.

With this approach the LEA representative can assist the team in coming together around common interests, e.g. the disability-related needs of the student, and creating agreement for how to align special education services to support those needs. For more information see Creating Agreement: https://dpi.wi.gov/sped/topics/agreement,

At times, the LEA representative may need to utilize skills in facilitating discussions that address the different opinions of IEP team members as to how to support a specific goal or need. There are several resources available to assist LEA representatives with these discussions from organizations such as the Wisconsin Special Education Mediation System (WSEMS) as well as resources available through the Center for Appropriate Dispute Resolution in Special Education (CADRE).

Sharing the resources available to the public agency that may be helpful in addressing an individual student’s disability-related needs. Ensuring all disability-related needs and goals are addressed through some type of special education service. If the student has a disability-related need in the area of reading, the IEP must contain specially designed instruction to address the need and goal.

It is important to note that a student may have either or both academic disability-related needs (e.g. specific reading skills) or functional disability-related needs (e.g. organization, social and emotional, etc.) that affect a student’s progress in reading.

Highlighting how many special education services can be provided in the regular education environment. For example, supplementary aids and services, such as instructional or sensory accommodations, can be provided by any staff who supports the student.

Ensuring no IEP team members make definitive statements such as (e.g., “We always.”; “We never.”) to ensure the IEP is based on the student’s individual needs. Ensuring the student’s “Label” does not determine the student’s curriculum and environmental placement If disagreements occur about the type of special education service that should be used to address a disability-related need, ensure all IEP team members are given opportunities to share ideas and encourage the team to focus on the “interests”, e.g.

how to meet the disability-related need of the student, versus “positions”, e.g. a specific service.

The Wisconsin Special Education Mediation System is another resource that can assist IEP teams through Facilitated IEP meetings or Mediation when disagreements arise.

Supporting the beliefs, skills, and systems that educators require for effective IEP implementation. DPI created a ” Steps at a Glance ” document for Step 4 that outlines many required components of this step as well as suggestions that lead to improved student outcomes.

In Step 5, Analyze Progress, the IEP team reviews the systems in place to ensure the student is making progress toward ambitious and achievable IEP goals. Annual and interim reviews of progress identify what is working and what may need to change to address the student’s disability-related needs more effectively; and support student access, engagement, and progress in standards-based instruction and other educational activities.

The ongoing measures and procedures to monitor progress of IEP goals is established in Step 3. Step 5 crosses into IEP implementation and is a critical component to providing FAPE to students who receive special education services. For the IEP meeting, DPI’s sample IEP forms provide IEP teams with a templates to document annual review of IEP progress to ensure students are on track to meeting IEP goals.

If a student is not on track to meeting an IEP goal, the team should discuss why the student is not on track and consider revising the IEP to clarify, modify, or add services that will support the student. If there are significant concerns about a student’s progress and the team is unclear about next steps, a reevaluation may be needed.

For students who have behavior related needs, it may be needed to conduct a Functional Behavior Assessment (FBA) to better understand how to support an individual student. Outside of the IEP meeting, DPI’s sample IEP forms I-5 and I-6 provide educators with templates to document interim reviews of IEP progress that should be provided to families as well as a format for the required Annual IEP review.

Depending on the student and family, it may be recommended to have in-person meetings for interim reviews of IEP goal progress between a teacher, student, and family. School teams should have processes in place to ensure data is collected on an ongoing basis in relation to each IEP goal.

Such data should be analyzed regularly and is the basis for interim reports. In addition, general and special education staff should have a system to share information on the effectiveness of both general and special education instruction and supports. This may include systems that ensure classroom data such as progress on classroom assignments, school-wide and classroom assessments, attendance, disciplinary removals, and other data is available to all educators and easily accessible to include in future present levels of IEP meetings as well as readily available to family members of the student.

To assist IEP teams in Step 5: Analyze Progress, the LEA representative can assist by:

Ensuring IEP services, including specially designed instruction, related services, and supports and accommodations (supplementary aids and services) are provided to the student, as written Ensuring that any IEP goals that did not show reasonable progress in light of a student’s circumstances are thoroughly discussed by the IEP team and that the IEP is revised as needed. Ensuring communication systems are in place between general and special education staff to share information and data on the effectiveness of general and special education instruction and supports as well as data that monitors progress of IEP goals. DPI created a ” Steps at a Glance ” document for Step 5 that outlines many required components of this step as well as suggestions that lead to improved student outcomes.

By following the CCR IEP Five Step Process, LEA representatives can support IEP teams to develop IEPs that assist any student aged 3 through 21 who receive special education to be on track to graduate ready for further education, work, and living in the community. Read more at:
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What is the role of CRC and BRC in inclusive education?

BRCs are headed by Block Resource Centre Co- coordinators and CRCs by Cluster Resource Centre Co-coordinators (CRCC). The BRC Co-coordinator is academic coordinator / facilitator at block level who is responsible for in-service training of teachers and providing guidance to the CRC Co-coordinators (CRCC).
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Who is the father of rehabilitation?

The History of Physical Medicine Rehabilitation in the United States – The development of PM&R in the US has origins both in comprehensive rehabilitative programs for polio survivors and veterans and in academic departments and medical centers. In 1921, Franklin Delano Roosevelt (FDR) developed a high fever and lower extremity paralysis from a polio virus infection.

1. His bout with polio necessitated his rehabilitation at Warm Springs, Georgia, where therapeutic swimming and sun exposure were believed to help him regain leg strength and physical endurance.
2. An avid proponent of rehabilitation, FDR bought the property at Warm Springs and turned it into a comprehensive rehabilitative center to help others affected with polio regain independence in activities of daily living.

The services offered there included heliotherapy, swimming, exercise, training in orthotic use, muscle re-education, massage, and occupational and recreational therapy. Warm Springs, Georgia, is believed by many historians to be the first facility to provide comprehensive rehabilitative care,

The first university department of PM&R was founded by Dr. Frank Krusen at Temple University Medical School in 1929. Dr. Krusen acknowledged the critical importance of physical medicine after contracting TB and needing a prolonged stay at a sanatorium, which interrupted his surgical career. Recognizing the intense deconditioning and functional deterioration faced by bedbound patients in the sanatorium, Dr.

Krusen decided that physical medicine should address these problems and become a medical specialty with a strong scientific basis. He rigorously studied the effects of physical agents on the human body, used physical therapy to help his patients recover, and published his findings prolifically.

In 1935, as a result of his work he was offered a chair in a new department of physical medicine at the Mayo Clinic in Rochester, Minnesota. At the Mayo clinic, Krusen studied the effects of therapeutic exercise and physical modalities like short-wave diathermy and ultraviolet radiation on patients with military-related disabilities, back pain, and postsurgical musculoskeletal complications.

In 1941 Dr. Krusen published Physical Medicine, the first comprehensive textbook on that topic. He is also credited with coining the term “physiatrist”, During the middle and latter part of the century, improvements in medical care, including the use of antibiotics during World War II, saved the lives of many wounded soldiers, who returned home disabled and needing rehabilitative care,

1. As disabled veterans came to military hospitals, the US established the Army Air Forces Convalescent Training Program in 1942, which, under the direction of Dr. Howard A.
2. Rusk, focused on comprehensive rehabilitative services including physical, neuropsychological, and occupational therapies, Dr.
3. Rusk, who is legendary in the field of PM&R and widely recognized as “the father of comprehensive rehabilitation,” founded in 1951 the world’s first university-affiliated comprehensive rehabilitation center at New York University, later renamed the Howard A.

Rusk Institute of Rehabilitation Medicine, Contemporary support for physiatry’s establishment as a medical specialty came from philanthropist Bernard Baruch, who sought to advance the research of his physician father, Simon Baruch, on the use of hydrotherapy for patients with chronic diseases.

The Baruch Committee on Physical Medicine was formed in 1943 under Dr. Krusen’s auspices to promote physical medicine—”the employment of the physical and other effective properties of light, heat, cold, water, electricity, massage, manipulation, exercise and mechanical devices for physical and occupational therapy in the diagnosis or treatment of disease” —and rehabilitation—”the restoration of people handicapped by disease, injury, or malformation as nearly as possible to a normal physical and mental state” —to address the needs of the estimated four million disabled people in 1940 and the expected surge of World War II veterans with disabilities,

Large grants were made by the Baruch Committee to several prominent medical centers for research and education in the field of physical medicine, and, in 1947, the American Board of Physical Medicine was established,
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Who is the most important member of the rehabilitation team?

The physiatrist is often the team leader. They are responsible for coordinating patient care services with other team members. A physiatrist focuses on restoring function to people with disabilities. Rehab nurse.
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What does RCI stand for in education?

Regional Choice Initative (RCI)
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