Are those responsible for evaluating Current Tutor Relationship #1 acceptable?
If "No," report why those responsible for evaluating Current Tutor Relationship #1 are unacceptable.
If "No," report those that should be responsible for evaluating Current Tutor Relationship #1.
Record any extraordinary hardships that may be operative because the student participates in Current Tutor Relationship #1.
Are there reasonable courses of action that can be taken to alleviate at least some of the extraordinary hardships that result from the student participating in Current Tutor Relationship #1?
If "Yes," report the actions that may reduce at least some of the hardships and who might take them.
Have plans to accommodate changes in Tutor Relationship 1# been developed?
If "Yes," report where the plans are located.
In the current IEP
In the current Individualized Transition Plan
In the most recent Multidisciplinary Team Report
In the Individualized Family Support Plan (IFSP)
If "No," report why such plans are not available.
Changes in Tutor Relationship #1 are not anticipated.
Other tutor relationships are not high priorities at this time.
No one has considered the future before now.
A plan is currently being developed.
Record additional information that should be considered in the process of determining whether Current Tutor Relationship #1 is in reasonable accordance with the values presented.
After considering all the information gathered, is it your judgment that Tutor Relationship #1 is in reasonable accordance with the values or is otherwise acceptable?
Tutor Relationship #2
Adapt the forms, etc. used to compare the realities of Tutor Relationship #2 to the values. After considering all the information gathered, is it your judgment that Tutor Relationship #2 is in reasonable accordance with the values or is otherwise acceptable.
Is it your judgment that current tutor relationships are in reasonable accordance with the values or are otherwise acceptable?
Record your judgment on the Social Relationship Summary Chart in the Summary and Preferences Section.
Extracurricular Activity Relationships
The significant individuals in the life of a student who is severely disabled are responsible for ensuring that after school hours, weekends, summers, holidays and other nonschool days are spent in enjoyable and constructive environments, activities and social relationships with a reasonable array of knowledgeable, helpful and positive nondisabled persons. Conversely, they are responsible for ensuring that as little time as possible is spent with negative models, in unnatural isolation, engaging in maladaptive actions, etc. Participation in integrated school sponsored extracurricular activities is one of many constructive ways a student with disabilities can enjoy important social relationships with nondisabled peers in safe, supervised and habilitative environments. "School sponsored" means that school space, personnel, dollars or other resources are devoted to the support of an activity that is primarily, and in many instances exclusively, for students who attend a particular school.
The development of extracurricular activity supportive companion relationships is inversely related to financial and other costs. Specifically, the more extracurricular activity supportive companion relationships that are operative, the less economically, emotionally and otherwise demanding it will be for the student, those directly responsible for her/his well being and taxpayers.