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Say NO to Labels
NO Stereotypes
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 "Individuals"

 

Copyright image - compass and saying, don't do something to a person with a disability that you would not do to a person who doesn't have a disability

 

Placement
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Instructions for Using This ReportChanging the Meeting to Change the Outcomes
IEP Planning ReportStrengths Needs
Annual GoalsWriting IEP GoalsShort Term Objectives
Writing Short Term ObjectivesRelated ServicesCharacteristics of Services
Placement

PLACEMENT


Placement should be the very last thing decided at an IEP meeting. Only after a child's strengths, needs, goals, related services, and characteristics of service have been discussed can the determination of placement be made.

Placement should not be discussed at the beginning of an IEP meeting, nor should the decision on placement be made by school personnel alone. Placement is a decision made by the staffing team, which includes the parent(s) of the child.

The following paragraphs from the law have been interpreted to mean that every child with a disability should start out in his/her neighborhood school, in a general education, age-appropriate classroom, with supplementary aids and services. Only if the child cannot succeed/learn should the child be removed from that environment to a more restrictive one.

Unfortunately, many schools have reversed this policy, starting children with disabilities in segregated, restrictive environments and allowing them to be educated in least restrictive environments when (a) the child "earns" his/her way out of the special ed environment and/or (b) when the school feels it has the resources to include children in the general school environment.


The Individuals with Disabilities Act is very clear on placement:

"To the maximum extent appropriate, children with disabilities are educated with children who don't have disabilities. 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 is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." Regulation 300.500 (Italics added.) ... AND... "Unless the child's individualized education program requires some other arrangement, the child is educated in the school which he or she would attend if he/she didn't have a disability; and in selecting the least restrictive environment, consideration is given to any potential harmful effect on the child or on the quality of services which he or she needs." Regulation 300.522 (c) and (d) (Italics added.)

UNDERSTAND THE LAW - YOURSELF - AND HELP OTHERS TO UNDERSTAND THAT: SPECIAL EDUCATION IS NOT A PLACE!

SPECIAL EDUCATION IS
SUPPORTS AND SERVICES BROUGHT TO THE CHILD!

 

Prepared by Kathy Snow (with lots of help from others)
250 Sunnywood Lane, Woodland Park, CO 80863-9434
719-687-8194, Fax 719-687-8114, e-mail: KSSnow@aol.com
You may copy and distribute this report in its entirety Revised 8/97

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Last modified: 06/29/10

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