Part 1: Graphic Organizer Create A Graphic Organizer Outline ✓ Solved
Part 1: Graphic Organizer create A Graphic Organizer Outlining Five Pla
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.
Sample Paper For Above instruction
Introduction
The placement of students with disabilities within educational environments is a pivotal aspect of special education. The Individuals with Disabilities Education Act (IDEA) emphasizes providing a free and appropriate public education (FAPE) for all students, which encompasses selecting appropriate placement settings that support their educational and social development. The concept of Least Restrictive Environment (LRE) guides educators in making placement decisions that balance support needs with integration opportunities, ensuring students with disabilities are educated alongside their non-disabled peers whenever feasible. This paper will explore five different placement settings, their support capacities, benefits, and drawbacks, and discuss how the principles of FAPE and LRE inform placement decisions, including the potential movement along a continuum of placement options.
Five Placement Settings and Support for Students with Mild to Moderate Disabilities
- General Education Classroom (Inclusion):
The general education classroom is the most integrated setting where students with disabilities learn alongside their non-disabled peers. This environment can support students with mild to moderate disabilities by providing access to the core curriculum and social interactions. It encourages peer modeling and promotes social inclusion.
Benefits: Fosters social integration and promotes academic engagement. Provides exposure to a variety of instructional strategies.
Drawbacks: May lack sufficient individualized support; classroom teacher may need additional resources to meet diverse needs.
- Resource Room:
A specialized setting where students receive targeted instruction in a separate setting, usually for part of the school day. It supports students through specialized teaching tailored to their needs.
Benefits: Allows individualized instruction and targeted interventions. Supports academic skill development.
Drawbacks: Potential for social isolation; breaks from the general classroom environment may hinder social integration.
- Self-Contained Classroom:
A separate classroom exclusively for students with disabilities. It provides a highly structured environment with specialized staff.
Benefits: Enables intensive support and individualized instruction; tailored behavior management strategies.
Drawbacks: Limited social interaction with peers; may restrict access to general education curriculum.
- Specialized School:
Schools dedicated to students with disabilities, offering comprehensive support services and tailored curricula.
Benefits: Highly specialized instruction and support; comprehensive services.
Drawbacks: Potential social segmentation; logistical challenges for families.
- Community-Based Settings (Field Trips, Work Sites):
Learning environments outside the traditional school, such as community internships or job sites, which support real-world skills.
Benefits: Promotes independence; enhances real-world functional skills.
Drawbacks: Safety concerns; requires extensive coordination and supervision.
Discussion on FAPE and LRE
The IDEA mandates that all students with disabilities receive FAPE, which guarantees an individualized educational program and appropriate placement. A critical component of FAPE is ensuring that placements are aligned with the student's unique needs while minimizing restrictions—this is where LRE principles come into play. The LRE is not a specific setting but rather a placement decision where students are educated with peers without disabilities to the greatest extent appropriate, consistent with their individual needs.
Determining the appropriate placement involves considering several factors. First, the student’s age, impairment, and need for specialized supports should be evaluated to determine the best environment for access to the curriculum and social development. Second, the student’s functional capabilities and support needs must be assessed, ensuring they can benefit from the placement without unnecessary restrictions. Third, the proximity of the setting to the student’s home, transportation availability, and the availability of necessary services are practical considerations impacting placement decisions.
Importantly, IDEA emphasizes a continuum of educational options, allowing students to move between placements as their needs evolve. For example, a student may initially require a self-contained classroom but may transition to a resource room or inclusion setting as they develop greater independence and mastery of skills. Conversely, students who struggle in inclusive environments may need to be reassigned to more specialized settings temporarily. This fluid movement ensures the educational placement remains aligned with the student's ongoing needs, fostering continuous growth and maximizing access to the general curriculum.
In practice, an effective placement process involves collaborative decision-making among educators, parents, and specialists. They must evaluate data, consider the student’s preferences, and weigh the benefits and limitations of various environments. This approach facilitates a flexible, responsive system that prioritizes the student's right to education in the Least Restrictive Environment while ensuring FAPE is provided.
Conclusion
The selection of placement settings for students with mild to moderate disabilities must be a dynamic and individualized process rooted in the principles of FAPE and LRE. By understanding the support capacities, benefits, and challenges of various environments—ranging from inclusive classrooms to community-based settings—educators can make informed decisions that promote achievement, independence, and social integration. Moving students along a continuum of placements allows education programs to adapt to their evolving needs, aligning with legislative mandates, and ultimately supporting their right to a meaningful and equitable education.
References
- Courtenay, K. (2018). Special Education Law (4th ed.). Routledge.
- Friend, M., & Bursuck, W. D. (2019). Including Students with Special Needs: A Practical Guide for Classroom Teachers (11th ed.). Pearson.
- Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
- Hosp, J. L., & Doonan, C. (2018). The Law and Special Education (4th ed.). Wolters Kluwer.
- McLeskey, J., & Waldron, N. L. (2020). Inclusion: What We Know and Where We Need to Go. The Journal of Special Education, 54(3), 147-153.
- Salend, S. J. (2019). Creating Inclusive Classrooms: Effective and Reflective Practices (9th ed.). Pearson.
- U.S. Department of Education. (2017). A guide to the Individualized Education Program. Office of Special Education and Rehabilitative Services.
- Wagner, M., & Cameto, R. (2018). Placement and Outcomes for Students with Disabilities. National Center for Education Evaluation and Regional Assistance.
- Yell, M. L. (2020). The Law and Special Education (4th ed.). Pearson.
- Zagona, A. L., & Kurth, J. A. (2019). Educational Placement Options for Students with Disabilities: A Review of the Literature. Review of Educational Research, 89(5), 813-850.