Least Restrictive Environment Interview and Essay The idea behind least restrictive environment is that all students should have the opportunity to learn, if possible, in a mainstream classroom. If learning in a mainstream classroom is not possible, students who have special education needs must be put in an environment that is the least restrictive. However, there exists a lack of clarity when it comes to the specific language presented in the Individuals with Disabilities Education Act, which has led to school districts having various different interpretations regarding least restrictive environment (Alquraini, 2013). This week I sat down with Shirley Cummings, Special Education Coordinator for the Aqua Fria Union School District, and we …show more content…
They are also invited to follow up meetings, but not required to attend (S. Cummings, personal communication, November 12th, 2015). Follow up question: We recently read about many court cases, the one that intrigued me the most was Light v. Parkway, a case that saw the courts rule in favor of a more restrictive setting due to safety issues that arose in the classroom (Light v. Parkway, 1994). Would you say that this court cases and laws of this nature have played a significant role in how the district looks at least restrictive environment? Answer: Certainly, safety is a major concern when it comes to every student. However, there comes a time when we are put in situations that are unavoidable due to extreme behavior. Cases like this one have allowed us to document, and therefore show proof, that inclusion is not in the best interest of a student, for their safety, and the safety of those they are in class with. When dealing with parents who want full inclusion and do not want to hear reasons why inclusion may not work, cases like Light v. Parkway have given the district the ability to “overrule” those …show more content…
Most parents know, or at least have a general understanding of the environment or atmosphere that their student needs be in to succeed. The district encourages that parental input be given to the IEP team during a multi-disciplinary meetings, and always tries to take that input into consideration. However, sometimes what the parent wants is not always in line with the student’s ability level, and the IEP team will try to find a compromise, or even offer trial periods to evaluate progress and behavior (S. Cummings, personal communication, November 12th, 2015). Follow up Question: When talking about the continuum of placement alternatives, I know that it can range from inclusion in general education classrooms to special education schools and institutions (Carson, 2015). When the district thinks that these more restrictive atmospheres are in the best interest of the student, yet parents strongly disagree, I imagine that things can get pretty complicated, right? Answer: It can be a hard fight sometimes. There have been times when parents will pull their kids out of the school because they disagree. There have been times when parents will take it to court in order to have their kids stay in a general education setting, and at that point you have to rely on documentation and assessments and evaluations to help prove what’s in the best interest of the
This decision makes it clear the most important thing for a school to do is to protect the students. It also states that the board of education, whose role is to oversee the schools, must make sure that the staff of the schools is protecting those children. This case highlights that long-term abuse can happen in schools if there are not clear policies or, if there are, that there is no one ensuring that those policies are
The IEP team may include the student, their parents, a regular teacher, a special education provider and other representatives, such as a social worker or relative child care provider. These meets are required to be held within 30 days of the student’s acceptance into the special education program. Every IEP has the two main goals of setting reasonable learning goals and establishing academic services that the school will provide. The IEP should state which state and district-wide assessments that the student will or will not participate in and why.
Another major reason why juveniles are ending up in the juvenile justice system is because many schools have incorporate the zero tolerance policy and other extreme school disciplinary rules. In response to violent incidents in schools, such as the Columbine High School massacre, school disciplinary policies have become increasingly grave. These policies have been enacted at the school, district and state levels with the hopes of ensuring the safety of students and educators. These policies all rely on the zero tolerance policy. While it is understandable that protecting children and teachers is a priority, it is not clear that these strict policies are succeeding in improving the safety in schools.
These cases and due process standards allow for a protection of students within the school, and ensure that student’s constitutional rights do not stop at the schoolhouse gates. Moreover, these cases ensure that administrators are running schools in a manner that is fair and consistent, and not arbitrarily disciplining students without due process. I think they provide for an efficient school because students will understand what they are being disciplined for, and have the ability to engage in a defense of the...
I have experienced firsthand some of the positives and negatives. One of the most important aspects of inclusion is the social development gained by students with disabilities. One of the negatives is the danger of a student with a disability not being able to differentiate when they are in real danger of getting hurt. Often students with disabilities appear to be normal among the other students and not given the latitude of having a disability that may impede there judgement. As a special education teacher, I have learned standing in the doorway to prevent a child from leaving the classroom constitutes seclusion. I had to testify in a civil case in 2016 were a child with a disability tried to leave the classroom and the substitute teacher stood in the doorway and tried to prevent her from leaving. Preventing the incident could have transpired if there had been proactive measures taken rather reactive measures. It has become necessary to provide all personal involved within the school system the education needed to support inclusion and children with disabilities. I am a true believer in Least Restrictive Environment. Throughout my teaching career, I have watched a student with an IQ of 51 participate in co-taught or mainstream classes. Now, this particular student’s social skills were better than most people I know. In his freshman year, the doctor diagnosed him with cancer and given one year to live. He never stopped smiling. He pulled through and is currently finishing a program at the Vo-tech, where he maintained his grades and attendance with very few accommodations. He is happy, healthy, and I can see him ending up making more money a year than most people I know. I do understand not all cases will be like this one. However, I am sure that if the parents of this particular student had not stood their ground and refused to allow their child be
Parents have the right to be included in placement decisions, IEP developments, and evaluations. Schools should collaborate and communicate consistently with family members due to the fact they know their child better than anyone else and can be a powerful resource, as well as an advocate, for their development and education (American Foundation for the Blind, 2015). Furthermore, information regarding a student’s disability is highly confidential. IDEA clarifies that such information may be shared with only individuals who are working directly with the student (Friend, 2014).
Zero tolerance policies were cited as being of significant concern to racialized communities. There is a strong perception that the Safe Schools Act and school
We had a high school student that was on the ISAT-Alt with an eligibility category of autism. This student had significant services and accommodations including academic supports, speech/language therapy, occupational therapy, and behavior supports. The parent refused to allow the testing that the team felt was necessary for the upcoming re-evaluation. After a particularly intense IEP meeting, I suggested to the team that we reconvene and invite a state facilitator to attend to ensure equity of voice. The parent agreed to the meeting and with the help of the facilitator, the team was able to agree on testing and move forward. This student also left our school shortly after this
Families have to travel to buildings far from their homes or send their child on a school bus to further school districts with more opportunities for their child. I find that this can be tiring when you have to rely on public transportation. Making days seem longer and more exhausting. Also, sending your child to school with someone else behind the wheel sounds stressful because how do you ensure the safety of their child. Do schools follow up with attendance, and how far is too far when you want to make sure your child gets the attention they deserve.
Possible Outcomes: A meeting will be planned with the Special Education teacher, General Education teacher, Principal (or district representative) and individual who can evaluate the child. We will work on goals for Tiffany and set those goals with a yearly IEP and a 3 year revaluation. Tiffany will receive a new annual goal and her schedule will most change. Tiffany’s schedule may be altered and she will be in the general education room for whole group instruction and for a portion of the day the special education room for academic support. Tiffany’s parents will be informed of the services that will be provided for their daughter. Tiffany’s parents will also be informed of the modifications/accommodations that Tiffany can
In the beginning, the participants noted that they felt the duty of an IEP meeting fell to the special education teacher. IEP meetings are supposed to incorporate a diverse group of educators, support staff, and parents. While the special education teacher might facilitate the IEP process, they are not always with the student to monitor them and see if their accommodations are effective. Another barrier was that the adults did not think that elementary school students could possess self-determination skills or that they could advocate for
Inclusion of all students in classrooms has been an ongoing issue for the past twenty-five years (Noll, 2013). The controversy is should special education students be placed in an inclusion setting or should they be placed in a special education classroom? If the answer is yes to all special education students being placed in inclusion, then how should the inclusion model look? Every students is to receive a free an appropriate education. According to the Individual Education Act (IDEA), all students should be placed in the Least Restrictive Learning Environment (Noll, 2013).
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes
The debate of mainstreaming children with a disability challenges the idea of having an enclosed environment where they can effectively learn. University of Missouri, College of Education states, “The term ‘special needs’ is used to collectively define those that require assistance due to physical, mental, behavioral, or medical disabilities or delays” ( .) Opponents who encourage mainstreaming argue that mainstreaming special needs children is beneficial. They claim children with a disability should receive equivalent access to public education and not be left behind because of an impairment. Many also dispute attempts should be made to develop tests to measure academic achievement. Aron and Loprest state “Reforming special education cannot be done in isolation; it requires integration with reforms being made in general education” (116). However, there are many problems the education system is going to face if children with a disability are integrated into standard classes.
The role of parent involvement is the IEP process is essential and changes as children get older. Even with older students, teachers need to understand and be aware that parents are their child’s first teacher and they have information about their student’s abilities that we may not see in school. According to Katz, in order to have a successful IEP team, it must be built upon foundation of trust, empathy, and mutual respect. I believe that getting parents involved in their child’s education needs to start as early as possible. The more parents, teachers, specialist, and when appropriate students work together the more students with disabilities will succeed in school.