Which factors should be considered when selecting a service delivery model (direct, consult, or collaborative/co-teaching) for a student?

• A. Only the student’s age determines the model.
• B. Student needs, classroom context, teacher expertise, resources, schedule feasibility, and ability to monitor progress and maintain LRE.
• C. The model is chosen solely by parental preference.
• D. The model is determined only by district policy.

Answer: (B)

Choosing a service delivery model should rest on a holistic view of the student and the classroom. The student’s individual needs, including IEP goals and the level of support required for academics and functional skills, determine what type of instruction and who should deliver it. The classroom context matters too: whether the student is in general education, needs inclusive practices, or requires a pull-out or co-teaching arrangement can influence how instruction is most effectively delivered.

Teacher expertise and available resources are crucial. The right mix depends on whether there are qualified personnel, opportunities for collaboration, and the materials, space, and time needed to implement the plan. Scheduling feasibility matters as well—co-planning time, service hours, and consistency of delivery impact effectiveness. Finally, the ability to monitor progress and maintain Least Restrictive Environment ensures that the chosen model supports ongoing goal attainment while keeping placement in the least restrictive setting appropriate for the student.

Overall, this approach ensures the model aligns with what the student needs, can be implemented within the school’s realities, and upholds essential principles like LRE and ongoing progress monitoring.