IDEA 2004’s LRE Provision • “To the maximum extent appropriate, children with disabilities, …are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” Sec. 300.114 LRE requirements
Transcript
IDEA 2004’s LRE Provision
• “To the maximum extent appropriate, children with disabilities, …are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”
Sec. 300.114 LRE requirements
Supplementary Aids �and Services are . ..
• “…aids, services, and other supports that are provided in regular education classes or other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.”
• Sec. 300.42 Supplementary aids and services
Inclusion and IDEA ‘04
• The IDEA ‘04 has a strong preference for educating students with disabilities in regular classes with appropriate modifications, aids and services.
• The general education classroom must be the first placement considered.
• IDEA ‘04 emphasizes student involvement in the general curriculum.
• With the student in mind, educators must consider how supplementary aids, services, and other supports can be used to ensure that the student can be educated in the general education classroom.
Inclusion and IDEA ‘04• The IDEA ‘04 recognizes that it is not appropriate to place
all children in the regular classroom.• Each public agency must ensure that a continuum of
alternative placements is available to meet the needs of children with disabilities for special education and related services. The continuum must include the alternative placements listed in the definition of special education (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions); and make provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement.
300.115 Continuum of alternative placements
Educational: to the maximum extent possible, included students with special needs receive their in-school educational services in the general education classroom with appropriate in-class support.
Legal: to the greatest extent appropriate, students with disabilities are educated with their typical peers (paraphrased from IDEA)
Societal: all students are accepted as full members of their school and their community.
“I”
Word
The
Models of Support for Special Needs Studentsand Instructional Accommodations
Specialized Support Provider: anindividual who provides focused services tostudents who require support to address oneor more learner objectives in a setting otherthan the general education classroom for aperiod of the school day . The decision isreached through an analysis of individualstudent needs and not on the basis of labelsor traditional settings (such as contentmastery , resource, or self-contained).(Who? certified personnel, licensedpersonnel, and paraprofessionals.)
Co-Teacher: a formal, year-long or semester-longcommitment between a general education teacher and aspecial populations teacher to jointly plan, deliver , andassess instruction for all students in the generaleducation class. (Who? certified and/or licensed person-nel partnered with the general education teachers)
Support Facilitator: an individual who provides a vari-ety of supports, either to students and/or to the generaleducation teacher , that meets the needs identified throughcollaborative planning. (Who? certified --special popu-lations teachers, licensed personnel, such as OT , PT,speech, etc., paraprofessionals.)
Peers: a student in the general education classroom whoassists with physical, social, or classroom needs and whomay also provide instructional tutoring. (Cross agetutoring is also an option.)
SpecializedSupport
Support materials preparedprior to instructional delivery .The need for these materialsis identified through the IEPprocess and collaborative plan-ning between the generaleducation teacher and specialpopulations personnel. Mayinclude accommodations,supplementary aids andservices and supports forschool personnel.
Accommodations and curricular modificationsprepared and delivered in a specialized learn-ing environment. Examples include: diagnos-tic reading programs, community-basedinstruction, specialized counseling, instructionin learning strategies.
Instructional accommodations/curricular modificationsdelivered in the general education classroom by generaleducation teachers and/or special populations personnelthat should:
- benefit all students (when possible); and,- respond to the unique needs of special needs students.
Instructional accommodations/curricular modificationsprepared in advance of instruc-tion. Can be prepared by bothgeneral and special popula-tions personnel (or as anassigned responsibility tospecial populations personnel).
Models of In-Class Support for Inclusive SchoolsFormal Co-Teaching
n Assistant:-Informal assistance withphysical, social, or classroommanagement needs.
n Tutors:-Formal, prepared, instruc-tional tutoring followingteacher direction.
n Tutors:-Must attend training, evaluatestudent responses forinstruction, follow guidelinesset by teacher .(Tutors have no gradingresponsibilities.)
n Assistant:-1:1
n Tutors:-1:1 to 1:7-Options include within-class,cross-age, and reverse roletutoring.
4 Planning4 Materials preparation4 Training4 In-class support to students and
teachers4 Supervision of paraprofessionals;4 Conduct & attend meeting and
conferences4 Consultation
4 Jointly prepares instruction 4 Delivery of instruction respon-
sibilities is determined bystudents and/or the generaleducation teachers' need forassistance.
4 Maintain natural proportion (8-12% identified as ESE on the
national level)
u A daily, semester-long or year-long commitment to a general education and special population teacher partnership for instructional design and delivery
u Jointly responsible for:-Instruction;-Planning;-Behavior Management;-Grading;-Conferences;
u Up to 1/3 of the class may bestudents with disabilities(higher ratios approximate ESE classrooms)
