Graphic Organizer

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.  

Sample Answer