benefit from special education, and includes the early identifications and assessment of disabling conditions in children. Section A: Rationale Every Charter LEA within the Desert/Mountain Charter Special Education Local Plan Area (SELPA) is required to provide a full continuum of placement options for students with identified disabilities who are receiving special education services. The Individuals with Disabilities Education Act (IDEA 2004) and California laws and regulations describe a continuum of alternative placements such as instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions [ Title 34 of the Code of Federal Regulations (CFR) 300.551(b)(1) ]. Both federal and state laws also contain provisions to ensure that children with disabilities are educated to the maximum extent possible with children who are not disabled, and that children are removed from the general education environment only when the nature and severity of the disability is such that education in the regular classroom cannot be satisfactorily achieved with the use of related services. Section B: Least Restrictive Environment (LRE) By law, services to students with special needs must be delivered in the "least restrictive environment." When an IEP team is considering temporary intensive supports for a student,, all aspects of the student's program must be considered with the intent of maximizing student independence. The teacher(s) is responsible for the design and implementation of the student's program. Section C: Factors for Temporary Intensive Supports Whenever temporary intensive supports are being considered by an IEP team for a student with special needs, the following factors need to be considered: Personal Independence First and foremost, an important goal for all special education students is to encourage, promote, and maximize independence. If not carefully monitored, temporary intensive supports can easily and unintentionally foster dependence. A student's total educational program must be carefully evaluated to determine where support is indicated. Natural support and existing staff support should be used whenever possible to promote the least restrictive environment. The general categories to be considered for temporary intensive supports include: 1. Health/Personal Care Issues 2. Behavioral Support 3. Instruction 4. Inclusion/Mainstreaming
Chapter 22 – Supports and Services, Charter SELPA As of 10/17/2019 D/M Charter SELPA Steering Committee Approval
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