The child's instructional program is based on the core curriculum, standards, and frameworks identified by specific baseline goals and outlined in the IEP. The instructional settings and coordination of instruction varies depending upon the concepts and skills deemed appropriate for individual needs. Settings for instruction may include regular classrooms, regular classrooms with support services, special education classrooms, or community nonpublic schools/nonpublic agencies (NPS/NPA) as well as all other options outlined within the Service Delivery Options Section of the Charter SELPA Local Plan. Children with low incidence disabilities shall receive services consistent with the state guidelines and child’s needs. Children are referred for special education consideration after general education modifications are deemed not to be appropriate. Children are identified and provided with special education services in accordance with appropriate legal assessment standards. The Charter SELPA staff and Charter LEA administrators review programs on a regular basis to determine whether a disproportionate representation of any one ethnicity exists. Specialized instruction within the continuum of program options is supported with staff development activities including disability awareness training, classroom visitations, and appropriately developed curricular programs. Charter SELPA and Charter LEA support encourages successful student transition toward the least restrictive environment (LRE). The extent of placement within the LRE is regularly reviewed by the Charter SELPA. It is the Charter SELPA’s expressed intent that all children be educated to the maximum extent appropriate with their nondisabled peers, and special classes or removal of children with disabilities from the general educational environment shall only occur if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. In summary, children are placed in settings based on the needs set forth in their IEP and not solely on the disabling condition, configuration of services, availability of staff, or administrative expediency. Section B – Related Services California Education Code § 56363(a) . As used in this part, the term “designated instruction and services” means “related services” as that term is defined in Section 1401(26) of Title 20 of the United States Code and Section 300.34 of Title 34 of the Code of Federal Regulations. The term “related services” means transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable an individual with exceptional needs to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation, and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist an
Chapter 22 – Supports and Services, Charter SELPA As of 10/17/2019 D/M Charter SELPA Steering Committee Approval
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