&NA;The provision of occupational and physical therapy as educationally related services in public schools continues to present many unique challenges and opportunities for allied health and education professionals. Effective educational programs, in part, depend on related services that support exemplary curricular and instructional practices. Trans‐disciplinary teamwork and integrated therapy models effectively complement educational practices for learners with severe handicaps. These approaches account for student learning characteristics and a values base which promotes the provision of services in least restrictive environments. A continuum is described that distinguishes between therapy services that are related and those not related to educational programming. Integrated, least restrictive therapy services are advocated.