Procedure – Category 5000 (Students)
AR 5005.1 - Guideline Statement: Least Restrictive Environment (LRE) Continuum of Placement Options, The Holland Factors
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 DMSELPA 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 no t 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. If it is determined that a child with a disability cannot be educated satisfactorily in the general education classroom even for some portio n 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 are 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 DMSELPA 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 LEA assessments and/or state assessments. All children, including those with disabilities, must be held to high expectations in accordance with state and LEA standards of performance, as delineated in their IEPs. If the IEP team determines that the child cannot participate in the LEA and/or state assessments with universal tools, designated supports, or accommodations, the child must participate in the state alternative assessment program.
AR 5005.1 – Guideline Statement: Least Restrictive Environment (LRE) Continuum of Placement Options, The Holland Factors Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 04/18)
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