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Facility Planning and Special Education

Facility Planning and Special Education. Facility Planners Meeting Oxon Hill High School February 28, 2014 . SPECIAL EDUCATION IS A SERVICE NOT A PLACE. Least Restrictive Environment (LRE).

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Facility Planning and Special Education

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  1. Facility Planning and Special Education Facility Planners Meeting Oxon Hill High School February 28, 2014

  2. SPECIAL EDUCATION IS A SERVICE NOT A PLACE

  3. Least Restrictive Environment (LRE) • Each public agency must ensure that to the maximum extent appropriate, children with disabilities are educated with children who are nondisabled and have access to the general education curriculum. • Removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved successfully. [34 CFR §300.114(a)(2); COMAR 13A.05.01.10A(10-(2)]

  4. Continuum of Services • Continuum of alternative placements • Instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions • Provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement [34 CFR §300.115; COMAR 13A.05.01.10B]

  5. Placement Decisions • A child’s placement is — (1) Determined at least annually; (2) Based on the child’s IEP; and (3) As close as possible to the child’s home. • Unless the IEP of a child with a disability requires some other arrangement, the child is educated in the school that he or she would attend if not disabled. [34 CFR §300.116 (b)-(c); COMAR 13A.05.01.10C(1) (a) – (b)]

  6. Placement Decisions (continuned) • In selecting the LRE, consideration is given to any potential harmful effect on the child or on the quality of services that he or she needs; and • A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum. [34 CFR §300.116 (d)-(e); COMAR 13A.05.01.10C(c)-(d)]

  7. Placement Decisions (continuned) Placement decisions MAY NOT be based solely on: • Category of disability; • Severity of the disability; • Configuration of service delivery; • Availability of educational and related services; • Availability of space; or • Administrative convenience.

  8. Division of Special Education/Early Intervention Service (DSE/EIS) Support • A written request to the Maryland State Department of Education, Assistant State Superintendent, DSE/EIS for program review and a letter of support. • Needed for all major construction projects that include special education services for students with disabilities in a location other than their regular school attendance area.

  9. Division of Special Education/Early Intervention Service (DSE/EIS) Review • Review of student IEPs • Accommodations and modifications • Supplementary aids, services, supports, and program modifications • Justification for why the student cannot access the general curriculum and receive services in the home school • Determine the extent to which students access the general education curriculum

  10. Division of Special Education/Early Intervention Service (DSE/EIS) Review(continued) • Examine existing and proposed methods for including students with disabilities with their nondisabled peers • Extracurricular and nonacademic activities • Review the schematic design to identify where special education classrooms will be located and the proximity to general education classrooms

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