APPENDIX A: Guideline Statement: Least Restrictive Environment (LRE) Continuum of Placement Options, The Holland Factors It is the philosophy of the Desert/Mountain Charter Special Education Local Plan Area (SELPA) that all children with disabilities shall be provided a free appropriate public education (FAPE) in the least restrictive environment (LRE). This philosophy is in accordance with state and federal mandates and specifically includes changes that were made in the provisions of the Individuals with Disabilities Education Act (IDEA) which addresses issues of education of children with disabilities in the LRE. A full continuum of program options is available for educational placement of children with disabilities. Program options shall provide a spectrum of educational offerings, which range from regular alternatives to a site designed to deliver intense and specialized services. The Individualized Education Program (IEP) team remains the primary decision-making body in determining the individual needs of children and the appropriate placement for them. A strong preference for educating children with disabilities in general education classes with appropriate aids and supports is made to ensure that children with disabilities participate in meaningful academic and extracurricular activities, including meals, recess periods, and other activities, as much as possible. The child’s instructional program includes the core curriculum as well as the specific goals of the IEP. Instruction as well as coordination of instruction will vary depending upon the concepts and skills being taught. The instruction may take place in the regular classroom, special education classroom, or other setting determined by the IEP team. Children with low-incidence disabilities receive services consistent with the state guidelines and children, including those who are ethnically and culturally diverse, are referred after general education modifications are deemed to not be appropriate. They are identified and served in special education in accordance with appropriate assessment standards. The Charter SELPA staff and Charter Local Education Agency (LEA) program administrators review programs on a regular basis to determine whether or not a disproportionate representation exists. If the IEP team determines training for staff is necessary, then those trainings or supports must be delineated in the child’s IEP. Such services may include, but are not limited to, professional learning activities including disability awareness in-services, classroom visitations, and training in appropriately developed curricular programs. If the IEP team determines that the child requires supplemental aids or services, then those services must also be delineated in the child’s IEP and provided to the child. Such reports may include, but are not limited to, Braille instruction, positive behavioral interventions, communication aids, assistive technology devices and services, language supports, related services, curricular modifications or adaptations, and classroom assistant support.
Chapter 22 – Supports and Services, Charter SELPA As of 10/17/2019 D/M Charter SELPA Steering Committee Approval
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