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Special Education – Placement, Is Inclusion Best?

The IEP is written and there should now be a placement discussion. What are the options and what is best for your child? These are the questions for the team. Like the IEP, the placement decision is very important to your child’s success. IDEA, Individuals with Disabilities Education Act, is very specific about what should be provided for students with disabilities. IDEA says your child should be educated in the least restrictive environment (LRE) where they can make effective progress. Below we will look at some of the options available for placement of students with disabilities.

LRE – Least Restrictive Environment

What does it mean? Well, historically children with disabilities were separated from school with their typical peers. They were either kept at home, sent to “special schools” or placed in basement classrooms and not allowed to socialize or participate with everyone. Also, they didn’t learn what everyone else has learned, like math and science. Education reform changed that and subsequently IDEA was reauthorized in 2004. IDEA asserts that students should be educated in the least restrictive environment with the services and supports necessary for them to do effective progress. Whenever possible, children should be with their typical peers and attend schools in their neighborhood. They must receive the same curriculum and are required to maintain the same standards of academic requirement. The terms mainstream, integration and inclusion are the new catchphrases to define when children benefit from LRE.

Inclusion

There are many placement options, so what does that mean for your child? When you start talking about placement, the first potential option should always be the class your child would be in if they didn’t have a disability. The team should consider the accommodations, services, and supports your child would need to be successful in this environment, and then build them into the IEP. If it is determined that your child will not make progress in the regular education class, other options may be considered. The goal should always be total inclusion. Inclusion is not a specific location, but the pursuit of including students in classrooms and in environments with typical peers as much as possible throughout their school day.

Partial inclusion

Some students will benefit from what is called partial inclusion. Maybe they attend regular classes but go to a separate classroom for math or reading. Maybe they attend a resource room or a tutoring class once a day to help with all school subjects. Whatever the case, it must meet the needs of the students and help them progress effectively.

Substantially separate

Some students will need to be in classes with a small number of students and specialist teachers. This is a substantially separate parameter. The goal should be to transition or integrate as much as possible out of this classroom and into the regular setting. The benefits of experiences of socialization and interaction with peers in a regular setting must be balanced with the benefits of academic achievement and progress in a smaller setting. Many IEPs combine the two to meet the unique needs of students with learning disabilities, but need social experiences to grow socially.

Out of neighborhood

Some students attend private schools or collaborative schools that specialize in working with students with disabilities or special needs sets. This should always be considered a last resort and only when all other options have been tried and failed. It is important to balance the needs of a student to receive what they need with the opportunities they miss by not being educated in their neighborhood school.

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