This Discussion Is Your Opportunity To Demonstrate Yo 131991

This discussion is your opportunity to demonstrate your understanding of the objective

This discussion is your opportunity to demonstrate your understanding of the objective: Review the Least Restrictive Environment continuum of placement options as outlined by IDEA. The discussion represents an introduction to Course Learning Outcome 3 and the MASE Program Learning Outcome 1. According to the assessment report you reviewed in Week 2, Henry will frequently look around the room before participating in whole-group activities, copying what his peers are doing, so not to be embarrassed that he does not understand the learning material or what is being asked. Mr. Franklin and you have observed this same documented behavior in multiple instances during classroom instruction and other activities.

Because he has never been a behavior problem or disruptive, you are afraid that Henry’s introverted nature will cause him to fall further behind as his lack of progress goes unnoticed. It has been determined that Henry has a learning disability, which negatively impacts his reading comprehension and ability to organize his thoughts on paper. Initial Post: Create an initial post using the results from the evaluation process presented in the Instructor Guidance as well as course information listed in the Required and Recommended Resources. Conduct a review of Henry’s assessment report and his background you created last week. Explain to the IEP team which academic setting you believe is Henry’s Least Restrictive Environment (LRE). Be sure to justify your decision with information you’ve read in the text, the week’s reading assignments, and independent research. Guided Response: Review the posts of your classmates and that of your instructor. Respond to at least two peers by comparing your placement decisions based on the unique background created. Be sure to endorse, question, or refute your peer’s placement decision, compared with your LRE decision with supporting evidence from the literature. You are encouraged to provide additional resources that will assist with your explanation. Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have made (including your instructor) before the last day of the discussion period. This will extend the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real work experiences with this topic.

Paper For Above instruction

Henry's assessment report indicates that he struggles primarily with reading comprehension and organizing his thoughts in written form, which are common challenges among learners with learning disabilities. Given his behavior of withdrawing from participation by mimicking peers and avoiding embarrassment, it is crucial to identify an educational setting that balances his need for support with his right to mainstream experiences, adhering to the Least Restrictive Environment (LRE) outlined by IDEA.

Based on the comprehensive evaluation and classroom observations, the most appropriate Least Restrictive Environment for Henry would be a mainstream classroom with additional supports. This placement would allow him to participate in the general education curriculum alongside his peers while receiving targeted interventions through a Response to Intervention (RTI) model or supplemental instruction. According to IDEA (2004), LRE mandates that students should be educated with non-disabled peers to the maximum extent appropriate while receiving necessary supports and services. Integrating Henry into the general education setting aligns with this statute, fostering social inclusion and access to grade-level standards.

Research supports that inclusive settings benefit students with disabilities by promoting peer interactions, social skills, and academic engagement (Morningstar, 2011). In Henry's case, a general classroom with scaffolding strategies, such as differentiated instruction, visual aids, and organizational support, would address his unique needs without segregating him from his peers. Additionally, employing accommodations like extended time, preferential seating, and visual organizers can greatly support his reading comprehension and organizational skills (Shank & Bell, 2017).

Furthermore, collaborative efforts among educators, specialists, and families are essential in implementing an effective LRE for Henry. Co-teaching models, where a special educator and general education teacher work together, can provide the differentiated support necessary for Henry to succeed within the mainstream classroom (Friend & Cook, 2017). Regular progress monitoring would ensure that his placement continues to meet his evolving needs and that any necessary adjustments are made promptly.

Alternatively, more restrictive placements, such as resource rooms or separate classrooms, could be considered if Henry’s responsiveness to supports within the mainstream setting is insufficient. However, given his history of behavior being non-disruptive and his motivation to participate, a less restrictive setting with appropriate supports appears most suitable. This approach aligns with the legal mandate to minimize segregation and promote inclusive education, fostering both academic growth and social integration.

In conclusion, Henry’s placement in a general education classroom with supplementary supports and interventions best aligns with the principles of IDEA, promotes his academic and social development, and respects his right to inclusive education. Ongoing collaboration, progress monitoring, and adaptive supports will be key in ensuring his success in the chosen Least Restrictive Environment.

References

• Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals (8th ed.). Pearson.
• Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).
• Morningstar, M. E. (2011). Inclusive education for students with significant cognitive disabilities. Journal of Special Education Leadership, 24(2), 11-16.
• Shank, T. R., & Bell, S. (2017). Addressing reading comprehension for students with disabilities through differentiated instruction. Journal of Special Education Technology, 32(2), 228-235.