1. 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 LRE requirements

2. 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 Supplementary aids and services

3. 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.

4. 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.
Continuum of alternative placements

5. The
“I”
Word
Legal: to the greatest extent appropriate, students with disabilities are educated with their typical peers (paraphrased from IDEA)
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.
Societal: all students are accepted as full members of their school and their community.

7. Models of In-Class Support for Inclusive Schools
Formal Co-Teaching n
Assistant:
-Informal assistance with
physical, social, or classroom
management needs.
Tutors:
-Formal, prepared, instruc-
tional tutoring following
teacher direction.
Support Facilitator
Peer Assistants &Tutors
© Florida Department of Education
-Minimal level of responsibility .
-Must attend training, evaluate
student responses for
instruction, follow guidelines
set by teacher (T
utors have no grading
responsibilities.)
-1:1
-1:1 to 1:7
-Options include within-class,
cross-age, and reverse role
tutoring. 4
Planning
Materials preparation T
raining
In-class support to students and
teachers
Supervision of paraprofessionals;
Conduct & attend meeting and
conferences
Consultation
Jointly prepares instruction
Delivery of instruction respon-
sibilities is determined by
students and/or the general
education teachers' need for
assistance.
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
Jointly responsible for:
-Instruction;
-Planning;
-Behavior Management;
-Grading;
-Conferences;
Up to 1/3 of the class may be
students with disabilities
(higher ratios approximate ESE
classrooms)

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