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INFORMATION SHEETS
Direct and Indirect Services
In Minnesota, children with disabilities who receive special education instruction and related services do
so through direct or indirect services. is handout explains these terms.
Federal special education law, the Individuals with Disabilities Education Act (IDEA), states that the
Individualized Education Program (IEP) must include a statement of the special education and related services
… to be provided to the child or on behalf of the child... 300.320(a)(4)(i). Minnesota’s Special Education Rule
3525.0210 denes these services further.
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e IEP denes the goals a child is expected to achieve in one IEP year as well as any other services the child
may need to fully participate at school. e IEP team, which includes the parent, then determines how much
and what kinds of services are needed to achieve the goals. e team’s decisions for direct and indirect service
times are written in the IEP, typically in the services and modications section.
Direct instruction and services are those provided directly to a child by a special education teacher or related
services professional. Direct service can be provided to an individual child or to a small group of children with
similar needs. Direct instruction and services are provided to help a child meet the goals and objectives on the
child’s IEP. For example, a special education teacher could provide direct service in written language instruction
to address a goal for written language.
Indirect services are not provided directly to a child. A special education teacher or related service
professional provides these services to others who are working directly with a child. Indirect services may
include activities such as:
• Sta consultation with a regular education teacher or other school sta on situations resulting from a
child’s disability
• Modifying curriculum or environment for a child
• Observing a child
• Monitoring a child’s progress in a specic area
• Monitoring equipment or assistive technology used by a child
For both direct and indirect services, the IEP states the beginning date; frequency per week or month; minutes
per session; location; and anticipated duration of the service. For indirect service, the IEP should specically list
what the services will be, not just the number of minutes the service will be provided.
When thinking about direct and indirect services, parents might ask and discuss the following questions with
others on the IEP team:
• Has my child made adequate progress with the current services?
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3525.0210 Subpart 14 “Direct services means special education services provided by a teacher or a related service professional
when the services are related to instruction, including cooperative teaching.”
3525.0210 Subpart 27 “Indirect services means special education services which include ongoing progress reviews; cooperative
planning; consultation; demonstration teaching; modication and adaptation of environment, curriculum, materials,
or equipment; and direct contact with the pupil to monitor and observe. Indirect services may be provided by a teacher or
related services professional to another regular education teacher, special education teacher, related services professional,
paraprofessional, support sta, parents, and public and nonpublic agencies to the extent that the services are written in the
pupil’s IEP and IFSP.”
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• Does the amount of direct service time seem adequate to help my child achieve the IEP goals in one IEP year?
• What setting or location is the most appropriate for providing direct services: a regular education
classroom or a special education classroom?
• If my child will receive direct special education instruction with other children, how many children will
be in the group? Do they have similar needs?
• How much indirect service time will be set aside to implement accommodations or modications? Does
the amount seem adequate?
• If my child’s IEP includes indirect service time, who will provide services to whom, and what services
will be provided?
In summary, direct and indirect services are provided for children in special education to help them accomplish
their IEP goals and fully participate at school.
