…program and placement decisions are based on students strengths, potential, and needs?

…that IEP teams consider the regular classroom with supplementary aids and services before considering a more restrictive environment?

…that supportive team structures are in place to enable general ed teachers to effectively educate students with IEPs in their regular classroom as appropriate?

…that each educational placement decision is made in the following proper IEP sequence.. 1.Initial eligibility decision (?) 2.Determine FAPE and design the program (i.e, IEP) (?)

3.Determine whether FAPE can be delivered in the regular classroom with the use of supplementary aids and services (?) 4.If the answer to #3 is “no”, then, move to the next step along the continuum of placement options to determine where FAPE can be delivered (?)

AS A LEADER, HOW DO YOU ENSURE…

AS A LEADER, HOW DO YOU ENSURE…

A Free and Appropriate Public Education (FAPE) must be provided to every student with an IEP and must be delivered in the LRE as per the IEP team. Supplementary Aids and Services are defined as aids, services, and other supports that are provided in regular education classes, other education-related settings and in extracurricular and nonacademic settings, to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate.

IEP teams must determine whether the goals in the student’s IEP can be implemented in regular education classrooms with supplementary aids and services before considering removal from the regular education classroom. When students with disabilities need specially designed instruction or other supplementary aids and services to participate in the regular education classrooms, the LEA is obligated to ensure those services are provided.

School districts will consider the full range of supplementary aides and services in regular education classrooms, based on peer-reviewed research to the extent practicable, including modification of curriculum content, before contemplating placement in a more restrictive setting. Students will not be removed from regular education classrooms merely because of the severity of their disabilities.

The questions from Section VII, Part A of the IEP, must be reviewed and discussed by the IEP team to ensure that the IEP team has given adequate consideration to placement of this student in the general education classroom with supplementary aids and services, prior to considering the removal from the general education classroom. It is important to remember that the student’s parents must be part of any group that makes decisions on the educational placement of their child.

The purpose of providing supplementary aids and services is to support students with disabilities as active learners and participants with nondisabled peers as well as to enable their access to the general curriculum. IDEA requires that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled

IDEA requires that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education regular classes with the use of supplementary aids and services cannot be achieved satisfactory.

What is the extent to which the student will not participate with students without disabilities in the general education curriculum?

What is the extent to which the student will not participate with students without disabilities in the regular education class?

IEP