PEDIATRICS Vol. 92 No. 6 December 1993, pp. 879-881
This Article
Right arrow Full Text (PDF)
Right arrow P3Rs: Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when P3Rs are posted
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow E-mail this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My File Cabinet
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via CrossRef
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation

Provision of Related Services for Children With Chronic Disabilities

Committee on Children With Disabilities

Since 1975 all children with disabilities specifically delineated by law have had available to them "a free, appropriate public education that includes special education and related services to meet their unique needs." This access has been made possible by the passage of Public Law 94-142,1 The Education for All Handicapped Children Act of 1975. This law was amended in October 1990 with passage of Public Law 101-476, The Individuals With Disabilities Education Act (IDEA). Part B of Public Law 101-476 primarily details the identification and provision of services for children with disabilities. Unfortunately, the implementation of Part B of this law has been limited for many children by a number of significant and complex issues.

The term "related services" as currently defined in Part B of the IDEA includes the following:

... transportation and such developmental, corrective, and other supportive services (including speech pathology and audiology, psychological services, physical and occupational therapy, recreation and social work services, and medical and counseling services, including rehabilitation counseling, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education.

Health care providers frequently view the related services listed above as medically necessary and/or helpful for children with disabilities without the proviso that these services must be necessary for special education. This difference in perspective and interpretation by pediatricians and parents often leads to misunderstandings, frustrations, conflicts, and problems in the development and implementation of related services within school programs for children with disabilities.




This article has been cited by other articles:


Home page
 Journal of Disability Policy StudiesHome page
V. Leiter
The Division of Labor Among Systems of Therapeutic Care for Children with Disabilities
Journal of Disability Policy Studies, January 1, 2005; 16(3): 147 - 155.
[Abstract] [PDF]

Home page
 PediatricsHome page
R. C. Sneed, W. L. May, and C. Stencel
Policy Versus Practice: Comparison of Prescribing Therapy and Durable Medical Equipment in Medical and Educational Settings
Pediatrics, November 1, 2004; 114(5): e612 - e625.
[Abstract] [Full Text] [PDF]

Home page
 Arch. Dis. Child.Home page
P-A Michaud, J-C Suris, and R Viner
The adolescent with a chronic condition. Part II: healthcare provision
Arch. Dis. Child., October 1, 2004; 89(10): 943 - 949.
[Abstract] [Full Text] [PDF]

Home page
 PediatricsHome page
R. C. Sneed, W. L. May, and C. Stencel
Physicians' Reliance on Specialists, Therapists, and Vendors When Prescribing Therapies and Durable Medical Equipment for Children With Special Health Care Needs
Pediatrics, June 1, 2001; 107(6): 1283 - 1290.
[Abstract] [Full Text] [PDF]

Home page
 PediatricsHome page
R. C. Sneed, W. L. May, and C. S. Stencel
Training of Pediatricians in Care of Physical Disabilities in Children With Special Health Needs: Results of a Two-State Survey of Practicing Pediatricians and National Resident Training Programs
Pediatrics, March 1, 2000; 105(3): 554 - 561.
[Abstract] [Full Text]