Wraparound services: a community approach to keep even severely disabled children in local schools

School Administrator, March, 2003 by Rita A. Stevenson

Successful implementation can result in a decrease in student referrals for special education. In Baltimore, Md., neverstreaming resulted in a 50 percent decrease in special education referrals in the primary grades, according to Robert Slavin, founder of Success For All. Similar results occurred in Fort Wayne, Ind., where special education referrals in grades K-3 were three times lower in schools using Success For All compared to those that did nor, according to one study.

Another approach to neverstreaming is flexible service delivery, a relatively new early intervention model. Eligibility for special education is not a prerequisite for this service. Students' needs are met in the classroom through the collaborative efforts and resources of both general education and special education staff. Flexibility of human and financial resources is emphasized and special education categories and labeling are de-emphasized. (See related story, page 26.)

Transition Needs

The Mid-Valley Special Education Cooperative operates two programs--the Vocational Academic Development and the Vocational Instructional Program--directed toward providing a comprehensive and relevant program for students who are mentally retarded.

The curriculum emphasizes the development of functional academics pertaining to vocational, social and independent adult living skills and is implemented in a variety of settings including the classroom, work-training sites and the community. A team approach is used with teachers, parents and employers working together to reinforce the appropriate social, vocational and independent skills needed to be successful at home, school and work.

The goal of vocational programs like VAD and VIP is to take a pro-active approach to preparing students and their families for life after public education.

Existing Resources

Regardless of how unique and creative special education service delivery is, its effectiveness is dependent on parent support. Illinois recently developed and implemented a parent training program.

During the 2001-02 school year, the Illinois Service Resource Center received a grant to study the use of a parent liaison for parents of children receiving special education services. The goal is to develop and maintain positive and effective relations between parents and schools by giving parents the knowledge needed to understand the special education process.

The grant allowed two school districts to test strategies and materials. The pilot sites were Mendota, Ill., Elementary District 289 and Kendall County Special Education Cooperative in Yorkville, Ill. The external support allowed the two school agencies to pilot parent training materials to improve parents' understanding of special education and their ability to navigate the special education process in their children's schools. The training materials, developed by the Illinois Service Resource Center in conjunction with the Academic Development Institute, were presented to the parents in six 90-minute sessions. Parent participants later reported the training created a support system for them that did not exist previously.