How Many Questions Can You Miss On The Act Math Special Education – Placement, Is Inclusion Best?

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Special Education – Placement, Is Inclusion Best?

The IEP is written and placement should now be discussed. What options are there and which one is best for your child? These are the team’s questions. Like the IEP, the placement decision is very important to your child’s success. IDEA, the Individuals with Disabilities Education Act, is very specific about what must be provided to students with disabilities. IDEA says that your child should be educated in the least restrictive environment (LRE) where he or she can progress effectively. Below we will look at some of the options available for the placement of students with disabilities.

LRE – Less restrictive environment

What does it mean? Well, historically children with disabilities were segregated from attending school with their typical peers. They were kept at home or sent to “special schools” or put in basement classrooms and not allowed to socialize or participate with others. Also, they weren’t taught what everyone else was taught, like math and science. Education reform changed that, and IDEA was subsequently reauthorized in 2004. IDEA says that students should be educated in the least restrictive environment with the services and supports necessary for them to progress effectively. Whenever possible, children should be with their typical peers and attend their neighborhood schools. They must receive the same curriculum and must maintain the same standards for academic requirements. The terms mainstream, integration and inclusion, are the new slogans to define when children receive LRE.

inclusion

There are many placement options, so what does this mean for your child? When you start talking about placement, the first potential choice should always be the class your child would be in if they didn’t have a disability. The team should consider what accommodations, services, and supports your child would need to succeed in this setting and then provide them in the IEP. If it is determined that your child will not progress in the regular education classroom, other options may be considered. The goal must always be full inclusion. Inclusion is not a specific place but the search to include students in classrooms and in environments with typical peers to the maximum extent possible throughout their school day.

Partial inclusion

Some students will receive what is called partial inclusion. They may attend some regular education classes, but go to a separate classroom for math or reading. Perhaps they attend a resource room or academic support class once a day to help with all academic subjects. Either way, it should meet the needs of the students and help them with their effective progress.

Substantially separated

Some students will have to be in classrooms with a small number of students and specialized teachers. This is a substantially independent setup. The goal should be to transition or integrate out of this classroom and into the regular environment as much as possible. The benefits of socialization and peer interaction experiences in a regular setting must be balanced against the benefits of academic success and progress in a smaller setting. Many IEPs have a combination of both to account for the unique needs of students with learning disabilities, but they need social experiences to develop socially.

Outside the District

Some students attend private or cooperative schools that specialize in working with students with disabilities or specific needs. This should always be considered as a last resort and only when all other options have been tried and failed. It is important to balance the needs of a student to receive what he needs, as well as the opportunities he loses by not being educated in his neighborhood school.

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