If it is determined that a child with a disability cannot be educated satisfactorily in the general education classroom even for some portion of the school day, then the child’s IEP team must provide the specific rationale for this on the IEP and select the appropriate option in the continuum of placement options that best meets the child’s needs. Whatever placement and program is determined appropriate for the child within the IEP process, opportunities must be considered for the child to interact with nondisabled peers to the greatest extent appropriate. Discussions by the team should continue annually regarding transition to less restrictive settings within the continuum of options. Every effort is made to encourage successful transition toward the least restrictive environment in which the current goals and services can be implemented by the IEP team. In accordance with state requirements, the Charter SELPA is prepared to work with the California Department of Education (CDE) on student performance standards to address the success of special education programs and services. All children with disabilities, regardless of placement or program, must have access to the general education curriculum and to any Charter LEA assessments and/or state assessments. All children, including those with disabilities, must be held to high expectations in accordance with state and Charter LEA standards of performance, as delineated in their IEPs. If the IEP team determines that the child cannot participate in the Charter LEA and/or state assessments with universal tools, designated supports, or accommodations, the child must participate in the state alternative assessment program. In summary, all children shall be educated to the maximum extent possible with children who are not disabled, unless there are demonstrated and compelling reasons why a child must be provided education in a special class or center. As appropriate, a child with a disability may be educated with children who are less disabled than he or she may be which may not be the least restrictive environment but one that is considered to be less restrictive. ( Education Code § 56205(a); Title 20 United States Code § 1412(a)(5)(A) )
Chapter 22 – Supports and Services, Charter SELPA As of 10/17/2019 D/M Charter SELPA Steering Committee Approval
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