Placement and LRE

Process Handbook Page 6-1

What

Educational placement refers to the educational environment for the provision of special education and related services rather than a specific place such as a specific classroom or school.

 

 

 

 

 

 

When

Placement decisions must be determined initially and annually

 

 

 

 

 

 

How
  • Based on studentŐs IEP, not on category of eligibility
  • As close to the childŐs home as possible
  • In the school the child would attend unless IEP requires some other arrangement
  • With parent participation (see exclusions)
  • Documented on PWN and Consent form(s)  (blue form)

 

 

 

 

 

 

Parent Participation
  • 10-day notice of IEP team meeting
  • 3 attempts; 2 methods
  • Alternative methods if necessary (conference call, video conference, etc.)
  • Interpreter if needed

Without parent only if:

  • Multiple attempts to contact parent
  • Parent does not respond
  • School is unable to convince parents to participate
  • 3 attempts, 2 methods are well documented
  • Not initial placement

 

 

 

 

 

 

Initial Placement
  • After team has made initial placement decision
    • Provide PWN
    • Written consent required

 

 

 

 

 

 

Subsequent Changes
  • Consent for
    • Substantial change in placement
    • Material change in services

(Except as allowed under Parent Participation: Without parent)

 

 

 

 

 

 

Placement Continuum

General Education Classroom

Special Education Classes (like Resource Room)

Special Schools

Home Based Instruction

Hospitals

Institutions

 

 

 

 

 

 

Placement Cannot be Based Solely On:
  • Category of disability
  • Severity of disability
  • Availability
  • Configuration of delivery system
  • Availability of space
  • Administrative convenience

 

 

 

 

 

 

LRE

Removing a child from the general education classroom must not occur unless the nature and severity of the disability is such that education in general education classes with the use of supplementary aids and services (see Special Education and Related Services section) cannot be achieved satisfactorily. 

 

 

 

When determining LRE, the team must consider:

á      Whether the IEP can be implemented in the classroom with the use of supplementary aids and services

á      Whether placement in the classroom will result in any potential harmful effect on the child or on the quality of services needed.

á      Whether placement in the classroom, even with appropriate behavioral interventions, will significantly impair the learning of classmates.