Graphic Organizer
Part 1: Graphic Organizer
Create a graphic organizer outlining five placement settings inside and outside of the school setting. For each placement setting, describe how that placement can support students with mild to moderate disabilities. Include the possible benefits and drawbacks of each placement setting as well.
Part 2: write a response.
Write a response regarding the FAPE requirement of IDEA. Based on FAPE, discuss how the LRE should be appropriate in meeting student needs and following legislative guidelines. In addition, discuss the factors that should be used to determine the appropriate placement in the LRE for students with disabilities to ensure they receive a free and appropriate public education. Discuss how a student might move through a continuum of placements (e.g., inclusion, resource, self-contained) to best meet his or her needs and level of support.
Part 1: Graphic Organizer
Placement Setting: Inclusion
Description: Inclusion refers to the practice of including students with disabilities in general education classrooms alongside their non-disabled peers. Support is provided through accommodations, modifications, and individualized instruction.
Benefits:
Increased social interaction and peer relationships
Access to general education curriculum
Improved self-esteem and self-confidence
Drawbacks:
Potential for stigmatization or isolation
Limited individualized attention in a large classroom
Challenging for teachers to meet diverse student needs
Placement Setting: Resource Room
Description: Resource rooms are specialized classrooms within the school where students with disabilities receive additional support and instruction from special education teachers.
Benefits:
Individualized instruction tailored to specific needs
Smaller class sizes for more focused learning
Opportunities for targeted skill development
Drawbacks:
Limited interaction with non-disabled peers
Potential for feelings of segregation or exclusion
Challenges in integrating learned skills into the general education setting
Placement Setting: Self-contained Classroom
Description: Self-contained classrooms are separate classrooms where students with disabilities receive instruction exclusively from special education teachers.
Benefits:
Intensive instruction and targeted support
Specialized resources and materials
Opportunities for peer support and socialization with similar needs
Drawbacks:
Limited exposure to non-disabled peers
Potential for reduced expectations and lower academic standards
Challenges in transitioning back to the general education setting
Placement Setting: Specialized Schools
Description: Specialized schools are educational institutions specifically designed to serve students with disabilities, offering a range of services and supports.
Benefits:
Highly specialized instruction and support
Access to a comprehensive range of services (e.g., therapies, assistive technology)
Peer environment where students share similar needs and experiences
Drawbacks:
Limited exposure to non-disabled peers
Potential for isolation from mainstream educational experiences
Challenges in reintegration into a less restrictive setting
Placement Setting: Homebound or Hospital-based Instruction
Description: Homebound or hospital-based instruction provides educational services to students who are unable to attend school due to medical conditions or other circumstances.
Benefits:
Continuation of educational services during periods of absence
Individualized instruction tailored to the student’s specific needs and circumstances
Flexibility in scheduling and delivery of instruction
Drawbacks:
Limited social interaction with peers
Potential for decreased access to extracurricular activities and school resources
Challenges in maintaining educational continuity and transitioning back to the school setting
Part 2: Response
The Free Appropriate Public Education (FAPE) requirement of the Individuals with Disabilities Education Act (IDEA) ensures that students with disabilities receive an education that is tailored to their unique needs and allows them to make meaningful progress. The Least Restrictive Environment (LRE) requirement of IDEA states that students with disabilities should be educated alongside their non-disabled peers to the maximum extent appropriate. Both FAPE and LRE work together to provide students with disabilities the opportunity to receive an inclusive education that meets their individual needs while still following legislative guidelines.
To determine the appropriate placement in the LRE for students with disabilities, several factors should be considered:
Individualized Education Program (IEP): The IEP team, which includes parents, teachers, and other professionals, should carefully review the student’s IEP goals, needs, and accommodations. This ensures that the placement aligns with the student’s specific educational requirements.
Educational Assessments: Thorough assessments should be conducted to evaluate the student’s academic, social, emotional, and behavioral needs. These assessments help determine the level of support necessary for the student’s success within different placement options.
Social Integration: The ability for a student to interact and develop relationships with non-disabled peers is an essential factor in determining the appropriate placement. The LRE should facilitate opportunities for social interaction and inclusion.
Students may move through a continuum of placements based on their individual needs and level of support. This continuum typically includes inclusion, resource room, and self-contained classrooms. The movement through this continuum is dependent on ongoing assessment, regular IEP meetings, and collaboration between parents, teachers, and other professionals.
Inclusion offers the least restrictive environment where students can receive support while being fully integrated into general education classrooms. However, if students require more individualized attention or specialized instruction, a resource room or self-contained classroom may be appropriate. The goal is to provide the necessary level of support while promoting the student’s independence and ensuring they can access the general education curriculum.
In conclusion, both FAPE and LRE are vital components of special education that aim to provide students with disabilities a high-quality education that is tailored to their needs. The appropriate placement in the LRE should consider factors such as the student’s IEP, educational assessments, and social integration. The movement through a continuum of placements allows for flexibility in meeting the changing needs of students with disabilities, ensuring they receive a free and appropriate public education.