Educational Planning for IDEA DisabilitiesLisa Bilton, Exceptional Education Coordinator

Tanuel Ford, Speech/Language Pathologist

Kimberly Mountjoy, Vision Teacher

Objectives1. To present the most common 13 areas of disability

recognized by the State of Tennessee.

2. To describe characteristics of these 13 disability categories.

3. To discuss the assessment strategies utilized in identifying eligibility for each.

4. To identify common areas impacting educational performance for each disability area.

Format for Discussion Characteristics of the disabilities Assessing for the Disabilities Educational areas impacted by the Disabilities

Foundation: Assessment Basics

Primary Purpose of Assessment:Primary Purpose of Assessment is Two-Fold:

1. Determine the needs of a particular student

2. Identify instructional strategies and methods which will provide the most educational benefit

Other Purposes of Assessment To identify the nature of the problem To target skills or identify content areas To determine progress or response to instruction To determine whether related services are needed To assist in determining which factors support

student learning

IDEA Mandates for Assessment Tests utilized must be free of bias and multi-

factored. Tests must be administered in the student’s

native language. Tests must be free of racial, cultural, or language

discrimination. Decisions relating to identification, placement,

and programming must not be based solely on one test.

Standardized Tests

These tests are uniform in content, administration,

and scoring.

Norm-Referenced Criterion-

Referenced Diagnostic

Uses of Standardized TestsStandardized tests are useful in comparing

results across students, classrooms, schools, school districts, and states. The key word is standardized . Everyone who takes the particular test takes it the same way with the same content—thus comparisons can be made.

Arguments for Standardized Testing Can be designed to

measure a variety of variables

Can be developed to match state standards

Can help drive curricular decisions

Can show which skills are lacking

Allow following a student over time

Provide information regarding whether knowledge is being applied

Can show how a student is doing by comparing to a norm group

Arguments Against Standardized Testing

Can narrow a student’s learning

Tend to focus on what is easily measured

Do not always match state standards

Are better at measuring rote learning than thinking skills

Can be culturally biased

Sometimes measure only what students know rather than what they understand

Students with poor test-taking skills may not do as well as “savvy” testers

Norm-Referenced Tests Type of standardized test

that compares a student’s performance to the performance of same-age students in a normative group—scoring is based on performance of normative group

IQ Tests

Academic Achievement Tests

Behavioral Rating Scales

Intelligence Tests WISC-IV Stanford-Binet-V DAS-II CAS KABC-II Leiter Unit Woodcock-Johnson Cognitive

WISC-IV Mean score of 100 Standard deviation of

15 Provides a general

measure of overall cognitive functioning

Another term used for cognitive functioning is “aptitude”

Verbal Comprehension

Perceptual Reasoning

Working Memory

Processing Speed

Stanford-Binet-V Mean score of 100 Standard deviation

of 15 Provides an overall

measure of cognitive functioning

An overall measure of cognitive functioning

Both Verbal and Nonverbal measures

Fluid Reasoning

Knowledge

Quantitative Reasoning

Working Memory

Visual-Spatial

Nonverbal IQ Tests Tests are given by

pantomime—no verbal communication

Good for students with language disorders or hearing impairments

Provide an estimate of cognitive functioning

Academic Testing Mean score of 100 Standard deviation of

15 Norms for age and

grade scores Provide a way to

determine how a child is functioning in key academic areas

Basic Reading Reading

Comprehension Math Calculation Math Reasoning Written Expression WIAT-II WJ-TA-III

Ranges69 and Below Extremely Low

70 – 79 Borderline

80 – 89 Low Average

90 – 109 Average

110 – 119 High Average

120 – 129 Superior

130 and Above Very Superior

Low Scores Severe delays in

cognitive processing Severe delays in

academic functioning

Severe delays in adaptive functioning

Usually result in certification of MR

Borderline Scores Limited cognitive

functioning Slower to learn than peers Global delays in

processing and reasoning May or may not have

delayed adaptive functioning

These students most often “fall through the cracks”

Low Average Slightly slower

cognitive ability than average

Generally can do grade level work but require MUCH assistance

Will struggle in the class for C’s

Are often referred for LD but may not qualify

Average Have the cognitive

capacity to succeed in school

A and B students, depending on motivation

Most likely to qualify for LD if referred

Students in the 90’s may struggle for C’s

High Average to Very Superior Students are considered

“bright” by teachers Often work more

quickly than peers A and B students,

depending on motivation

May be seen as “Gifted”

Rarely are they referred for LD

Types of Assessment Used for Eligibility Determination Cognitive

WISC-IV, SB-V, WJTCA-III Achievement

WIAT-II, WJTA-III Behavior

BASC-II, Connors-III, CARS-II, GARS-II, GADS Speech

GFTA-2, PAT-3, AAPS-3

Types of Assessment Used for Eligibility Determination Fluency

SSI-4 Language

CASL, CELF-4, TOLD-3, OWLS

IDEA Disabilities

Approved Disabilities in TN Regulations

Federal Disabilities Autism Deaf-Blindness Deafness Developmental Delay Emotional Disturbance Hearing Impairment Mental Retardation Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech/Language

Impairment Traumatic Brain Injury Visual Impairment

State Disabilities

Functional Delay Intellectually Gifted

AutismCharacteristics: Developmental Disability Significantly affects a child’s ability to communicate

verbally and nonverbally Difficulty relating to others and interacting in

socially appropriate manner Unusual/Inconsistent responses to sensory stimuli Repetitive body movements, persistent or unusual

preoccupations, and/or resistance to change

Note: Autism is a wide spectrum that includes the

following: Asperger’s Disorder Pervasive Developmental Disorder NOS

Because of the wide range of the spectrum, children with autism will have varying levels of functioning.

AutismAssessment: Cognitive Measure Academic Achievement Adaptive Measure Social/Emotional Measure

i.e., CARS-II, GARS-II, or GADS Speech/Language/Communication Assessment Medical statement ruling out other disorders

AutismAreas of Potential Educational Impact: Social/Emotional

Social skills training, FBA/BIP, structured environment, controlled transitions

Academic Remedial services, support in grade level classes, modifications to

amount and type of work Adaptive

Training in basic self-care areas Language/Communication

Services to improve pragmatic, “social” language or training to communicate needs

Developmental DelayCharacteristics: Children ages 3 through 9 Significant delays in one or more of the

following areas: physical, cognitive, communication, social or emotional, or adaptive development

Initial eligibility for this category must be determined before the child’s 7th birthday

Developmental DelayAssessment: Cognitive Measure Adaptive Measure Social/Emotional Measure Speech/Language Measure

Both Receptive and Expressive Motor Measure

Both Fine and Gross Motor

Developmental DelayAreas of Potential Educational Impact: Communication

Language goals, remedial services with SLP, vocabulary development Adaptive

Training in basic self-care skills Social/Emotional

Social skills training, FBA/BIP, structured environment, controlled transitions

Motor PT and/or OT as related services

Academic (depending on the age of the child) Remedial services, support in grade level classes, modifications to

type and length of assignments

Emotional DisturbanceCharacteristics: Inability to learn which cannot be explained by limited school

experience, cultural differences, or intellectual, sensory, or health factors;

Inability to build or maintain satisfactory interpersonal relationships with peers and school personnel;

Inappropriate types of behavior or feelings when no major or unusual stressors are evident;

General pervasive mood of unhappiness or depression; Tendency to develop physical symptoms or fears associated

with personal or school problems. Above must be present to a significant degree and over and

extended period of time.

Note: Term may include other mental health diagnoses. Term does not apply to children who are socially

maladjusted, unless it is determined that they have an Emotional Disturbance.

Social maladjustment includes, but is not limited to: substance abuse related behaviors, gang-related behaviors, oppositional defiant behaviors, and/or conduct behavior problems.

Emotional DisturbanceAssessment: Cognitive Measure Achievement Measure Behavioral/Personality Measures

BASC-II, Devereaux, Brown’s ADD scales, SAED, CDI Specific Behavioral Data

Previous Interventions Attempted Consideration of internal vs. external locus of control

Emotional DisturbanceAreas of Potential Educational Impact: Social/Emotional

FBA/BIP, Safety Plan, Social Skills Training, counseling in severe cases, structured environment

Academic Needs may be due to emotional issues that interfere with

learning but will still need to be addressed on the IEP. Some may require remedial services while others may simply need supports in place in the general education classroom along with modifications.

Functional DelayCharacteristics: Significant disability in intellectual functioning and

achievement IQ scores of 70 or below

Academic achievement at or below 4th percentile in two or more areas

Adaptive/Self Help skills are generally age-appropriate Scores on adaptive measures must be above 70

Functional DelayAssessment: Cognitive Measure Achievement Measure Adaptive Measure

Functional DelayAreas of Potential Educational Impact: Academic

Remedial services, support in general education classroom, modifications of length and type of classwork assignments

Intellectual DisabilityIntellectual Disability (Formerly Mental Retardation)Characteristics: Significantly impaired intellectual functioning

IQ of 70 or below Deficits in adaptive/self help behavior

Adaptive scores 70 or below Significant impairments in academic functioning Students may show difficulty communicating and

processing spoken language

Intellectual DisabilityAssessment: Cognitive Academic Adaptive

Intellectual DisabilityAreas of Potential Educational Impact: Academic

Remedial services, support in general education classroom, modification of length and type of classwork

Adaptive Training in self-care activities

Some may present with behavioral challenges similar to autism. FBA/BIP, safety plans, structured environment, controlled transitions

Intellectually GiftedCharacteristics: A child whose intellectual abilities and potential for

achievement are so outstanding the general curriculum alone is inadequate to appropriately meet the student’s educational needs

Looks at three areas of performance: Cognition Educational Performance Creativity/Characteristics of Gifted

Intellectually GiftedAssessment: Cognitive Achievement Creativity

Intellectually GiftedAreas of Potential Educational Impact: Academic

Pre-testing/compacting curriculum, advancement of courses, acceleration, small-group instruction with gifted peers, extending lessons in general education classroom, Advanced Placement courses, dual enrollment, early college entry

Multiple DisabilitiesCharacteristics: More than one category of disabilities

Intellectual Disability-Deafness Intellectual Disability-Orthopedic Impairment Other Health Impaired-Orthopedic Impairment-Deafness

The combination of disabilities causes such severe educational needs that they cannot be accommodated by addressing only one of the impairments

Often students who are medically fragile Some may be in wheelchairs Many may have medical plans

Multiple DisabilitiesAssessment:Evaluation procedures for each disability category

under consideration must be followed.Typically: Cognitive Achievement Adaptive Motor (OT/PT) Medical Statement

Multiple DisabilitiesAreas of Potential Educational Impact:Can vary widely but usually: Medical

Medical plan, health needs at school Motor

Lifts, mobility issues, OT/PT Academic

Remedial services, support in general ed classroom, modifications Sensory

For students with deafness and visual impairments, may need support from vision and hearing specialists

Orthopedic ImpairmentsCharacteristics: Severe orthopedic impairment Impairments caused by congenital anomaly (e.g. club foot,

absence of some member) impairments caused by disease (e.g., poliomyelitis, bone

tuberculosis) Impairments from other causes (e.g. cerebral palsy,

amputations, and fractures or burns that cause contractures) Ability to move around will be affected Some may be in wheelchairs May require physical assistance

Orthopedic ImpairmentAssessment: Medical evaluation Adaptive Measure

Social Physical

OT/PT

Orthopedic ImpairmentAreas of Potential Educational Impact: Mobility

OT/PT services, modifications to classroom environment for accessibility, physical assistance, lifts may be necessary

Adaptive Training in self-care skills may be necessary

Other Health ImpairmentCharacteristics: Limited strength, vitality or alertness (including a heightened

alertness to environmental stimuli that results in limited alertness with respect to the educational environment) that is due to chronic or acute health problems such as asthma, Attention Deficit Hyperactivity Disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia; and Tourette’s Syndrome

Students may have medical plans that need to be implemented

Some may require behavior plans or safety plans

Other Health ImpairmentCharacteristics, continued: Chronic or acute health problems that require

specially designed instruction due to:(1) impaired organizational or work skills;(2) inability to manage or complete tasks;(3) excessive health related absenteeism; or(4) medications that affect cognitive

functioning.

Other Health ImpairmentAssessment: An evaluation from a licensed health services provider that includes:

medical assessment and documentation of the student’s health; any diagnoses and prognoses of the child’s health impairments; information, as applicable, regarding medications; and special health care procedures, special diet and/or activity

restrictions. Achievement Measure Cognitive Measure Motor Evaluation Social-Emotional Measure Adaptive Measure Communication Measure

Other Health ImpairmentAreas of Potential Educational Impact: Academic

Remedial services, support in general education classroom, modifications of length and type of assignments

Medical Medical plan, medication given at school

Social-Emotional FBA/BIP, Safety Plan, structured environment, controlled transitions

Adaptive Training in self-care needs

Motor OT/PT services, accommodations for access to environment

Specific Learning DisabilitiesCharacteristics: A disorder in one or more of the basic psychological

processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations

Areas include basic reading, reading comprehension, math calculation, math reasoning, written expression, listening comprehension, oral expression

Specific Learning DisabilitiesAssessment:Discrepancy Method: Evidence that prior to, or as a part of, the referral process, the child was

provided appropriate instruction in general education settings Evidence that instruction was delivered by appropriately trained

personnel Data-based documentation of repeated formal assessment of student

progress during instruction (progress monitoring data) that has been collected and recorded frequently (a minimum of one data point per week in each area of academic concern)

Evidence that progress monitoring data was provided to the child’s parents at a minimum of once every four and one-half (4.5) weeks

Evidence that when provided with appropriate general education interventions, students are not progressing in accordance with grade-level expectations in one or more of the areas of SLD

Academic Measure Cognitive Measure

Specific Learning DisabilitiesAssessment:Response to Intervention (RTI) State-approved plan for best-practice RTI model A State-approved RTI Method of Identification must include:

high-quality instruction and positive behavioral supports provided by appropriately trained personnel;

scientifically-validated interventions appropriate for suspected area of disability; frequent, ongoing progress monitoring to evaluate the effectiveness of the interventions

and inform instruction that includes: data-based documentation to illustrate the student’s response to the intervention(s); data-based documentation of intervention integrity, fidelity to design, and intensity; and periodic collaborative student support team review of student outcome data taking into

account Local Education Agency-determined decision points. data demonstrating the student’s non-responsiveness to scientifically-validated

interventions supported by comprehensive, curriculum-based data; Psychoeducational evaluation to rule out exclusionary factors and other disability

areas (i.e. academic achievement, cognitive measure, social-emotional measures if appropriate, adaptive measures if appropriate)

Specific Learning DisabilityAreas of Potential Educational Impact: Academic

Remedial services, support in general education classroom, modification of amount and type of class assignments

Traumatic Brain InjuryCharacteristics: An acquired injury to the brain caused by an external physical force,

resulting in total or partial functional disability or psychosocial impairment, or both

Open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech

Students may be aggressive and impulsive and require behavior plans or safety plans

Some may have medical plans Others may have communication difficulties

Traumatic Brain InjuryCharacteristics, continued: The insult to the brain induces a partial or total functional disability and results in one or more of the

following: Physical impairments such as, but not limited to:

i. speech, vision, hearing, and other sensory impairments, ii. headaches, iii. fatigue, iv. lack of coordination, v. spasticity of muscles, vi. paralysis of one or both sides, vii. seizure disorder.

Cognitive impairments such as, but not limited to: i. attention or concentration, ii. ability to initiate, organize, or complete tasks, iii. ability to

sequence, generalize, or plan, iv. flexibility in thinking, reasoning or problem solving, v. abstract thinking, vi. judgment or perception, vii. long-term or short term memory, including confabulation, viii. ability to acquire or retain new information, ix. ability to process information/processing speed.

Psychosocial impairments such as, but not limited to: i. impaired ability to perceive, evaluate, or use social cues or context appropriately that affect

peer or adult relationships, ii. impaired ability to cope with over-stimulation environments and low frustration tolerance, iii. mood swings or emotional lability, iv. impaired ability to establish or maintain self-esteem, v. lack of awareness of deficits affecting performance, vi. difficulties with emotional adjustment to injury (anxiety, depression, anger, withdrawal, egocentricity, or dependence), vii. impaired ability to demonstrate age-appropriate behavior, viii. difficulty in relating to others, ix. impaired self-control (verbal or physical aggression, impulsivity), x. inappropriate sexual behavior or disinhibition, xi. restlessness, limited motivation and initiation, xii. intensification of pre-existing maladaptive behaviors or disabilities.

Traumatic Brain InjuryAssessment: Medical Statement documenting brain injury Cognitive Measure Communication Measure Adaptive Measure

Social Physical

Social-Emotional Measures if appropriate

Traumatic Brain InjuryAreas of Potential Educational Impact: Academic

Remedial services, support in general education classroom, modifications to amount and type of classroom assignments

Medical Medical Plan

Social-Emotional FBA/BIP, safety plan, structured environment, controlled transitions

Physical/Motor OT/PT services, modifications to allow access to general education

classroom Adaptive

Training in independent self-care may be needed

Sensory and Communication Disabilities

Speech or Language Impairment A communication disorder, such as stuttering,

impaired articulation, a language impairment, or voice impairment

Can exist along with other disabilities Students may have difficulty expressing

themselves and also may have difficulty following oral directions

Speech or Language ImpairmentSpeech Sound Production Impairment Characteristics: Abnormal speech sound production resulting from

substitution, omission, distortion, and/or addition of developmentally appropriate sounds

Students may demonstrate errors with specific sounds or speaking patterns.

Speech may appear oversimplified or extremely difficult to understand.

Speech or Language ImpairmentSpeech Fluency Impairment Characteristics: Smooth forward flow of speech is interrupted by

sound repetitions, prolongations, interjections, and/or struggle behaviors.

Often times students with dysfluent speech demonstrate secondary behaviors such as eye blinking, rocking, facial grimacing, or twitching.

Students with dysfluent speech may avoid pressure filled situations as they commonly onset dysfluent behaviors.

Speech or Language ImpairmentVoice Impairment Characteristics: Abnormal vocal pitch, intensity, and/or quality that

results from pathological conditions or inappropriate use of the vocal mechanism.

Students with voice impairments may demonstrate harsh, breathy, or hoarse vocal presentation.

Voice may appear unusual for age, sex, or gender.

Speech or Language ImpairmentLanguage Impairment Characteristics: Significant deficiency in expressive or receptive

language components based on a student’s chronological age.

Poor auditory processing abilities Students may experience difficulty interpreting

spoken language or in formulating meaningful expression.

Students may have a hard time following complex commands and with using context clues to derive meaning.

Speech or Language ImpairmentSpeech Sound Production Assessment: Formal or informal diagnostic measure whose results

reveal: Sound errors 1 year past the age of normal development Persistent presence of phonological processes that rate in

the moderate to severe range Stimulability probe Oral mechanism exam Conversational speech sample analysis Evidence of adverse academic affect

Speech or Language ImpairmentSpeech Fluency Assessment: Measure to obtain description of dysfluent

behaviors Hearing screening Parent/teacher/student input via interview or

checklist Oral mechanism exam Evidence of adverse academic affect

Speech or Language ImpairmentVoice Impairment Assessment: Measure to assess vocal quality Hearing screening Oral mechanism exam Otolaryngologist exam report Evidence of adverse academic affect

Speech or Language ImpairmentLanguage Impairment Assessment: Standardized comprehensive language assessment whose

results suggest language skills to be greater than 1.5 SD from the mean Expressive language Receptive language Auditory perception

Supplemental assessment Functional communication assessment Language sample Criterion or norm-referenced assessment

Hearing screening Evidence of adverse academic affect

Speech or Language ImpairmentAreas of Potential Educational Impact: Academic

Remedial services, support in general education classroom, modifications of length and type of assignments

Communication Language goals, remedial services with SLP,

vocabulary development

Deaf-Blindness Hearing and visual impairments Severe communication and other

developmental and educational needs Cannot be accommodated in special

education programs by addressing any one of the impairments

Students will need assistance on and off the bus

Visual Impairment Impairment in vision that, even with

correction, adversely affects a child’s educational performance

Term includes both partial sight and blindness Students may require assistance with mobility

Visual ImpairmentState Eligibility Standard:Student must meet at least one eligibility standard AND

the definition of visual impairment. Legal Blindness: Visual acuity in better eye with best possible correction

is 20/200 or less at distance and/or near. OR Visual field restriction in both eyes of 20 degrees or less.

Visual Impairments: visual acuity in better eye with best possible correction is 20/50 or less at distance and/or near. OR Visual field restriction in both eyes of 60 degrees or less.

A medical and educational documentation of progressive loss of vision, which may in the future, affect the student’s ability to learn visually.

Other visual impairment, not perceptual in nature, resulting from a medically documented condition.

Visual ImpairmentCharacteristics: Limited ability to learn incidentally and independently

through observation of peers and adults and environment. Wide variety of abilities, behaviors, and instructional needs

based on wide variety of eye conditions and implications of those conditions. Two students with same eye condition may have completely different instructional needs.

Sometimes, apparent high level of skills in one area but apparent, inconsistent delays in another. For example, a student with blindness may have very developed language skills but may not have concrete experiences to fully understand vocabulary being used in grade-level reading

Visual ImpairmentAssessment: Medical Eye Report Functional Vision Assessment

Appearance of Eyes Visual Behavioral Abnormalities Peripheral Field Color Discrimination Light Sensitivity and Preference Learning Media

Assessment Near and Distant Acuity and Discrimination

Visual ImpairmentAssessment: Learning Media Assessment

Current print functioning Oral and silent reading speeds in print, large print

and/or Braille Near reading and writing Distant reading and writing Listening comprehension

Visual ImpairmentAssessment Expanded Core Curriculum Screening and

Assessment Visual Efficiency Compensatory Skills (tactile skills, organization, etc) Technology (keyboarding, computer access, digital books, etc) Orientation and Mobility Social Interaction Skills Independent Living Skills Recreation and Leisure Skills Career Education Self-Determination

Visual ImpairmentAreas of Potential Educational Impact: Academic

Direct instruction or pre-teaching of skills needed in general education classroom

Accommodations for length of assignments or format of assignments Social

Social Skills training Mobility

Direct instruction and pre-teaching to travel safely and independently in buildings, on school grounds, in community, and on and off bus

Cane use Adaptive

Training in independent self-care may be needed Pre-vocational/Career Education

Visual ImpairmentAreas of Potential Educational Impact Technology

Low vision devices such as hand-held magnifiers, hand-held telescopes, video magnifiers

Computer software applications such as screen readers, screen enlargement software or audio graphic calculators

PDA with refreshable Braille and speech, use of printer or Braille embosser

Digital books and book players Braille writers, Braille paper, Braille graph paper Large print texts, enlarged/bold-line graph paper Talking scientific calculators

Deafness A hearing impairment that is so severe that

the child is impaired in processing linguistic information through hearing, with or without amplification

An inability to communicate effectively Delayed speech and/or language development May require sign language interpreter

Hearing Impairment An impairment in hearing, whether permanent

or fluctuating Does not include Deafness Inability to communicate effectively Delayed speech and/or language development Students may not hear verbal

communication if they are not looking at the speaker and may need oral information repeated.

For more information on Hearing/Deafness…

Nancy McKinney, Compliance Facilitator, is offering a session on the academic needs of students who are deaf and hard of hearing.

In addition to these areas: Don’t forget about prevocational skills!! All disability areas can be affected by poor

skills in prevocational issues. For some students, prevocational skills can

adversely impact other areas associated with each disability and should be addressed on the IEP.

Educational Planning for Disability Areas

First and Foremost…

Decisions regarding educational placement on the IEP are NEVER, EVER, EVER, EVER made based on a child’s disability category.

Step 1: What are the areas of concern? First, we must identify which areas are

exceptional and in need of support through exceptional education services.

To do this, we summarize the child’s current performance levels under Present Levels of Performance on the IEP.

From there, we identify which of the areas are exceptional.

Step 2: Setting Annual Goals From the Present Levels of Performance, we

determine what the student’s needs are. Next, we determine where we want the child

to be within a year’s time on his/her weaknesses or areas of exceptionality.

We then write Annual Goals for each area of exceptionality.

Step 3: Determining Placement Once we have developed our Annual Goals

from the Present Levels of Performance, we must decide how to best implement those goals to insure success.

When considering placement, we must take into account providing support in the Least Restrictive Environment (LRE).

Least Restrictive Environment IDEA states:

To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled and that special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

(IDEA, 20 U.S.C. § 1412)

Of Critical Importance:Other placement options on the continuum of

placement possibilities can be explored only when success in the LRE cannot be achieved without making significant and substantial alterations to that setting using supplementary aids and services.

Supplementary Aids and Services Interventions Consultation Behavior management plans Paraprofessionals Itinerant teachers Resource rooms These are to be utilized to modify the general

education classroom to allow for participation by students with disabilities.

Note: Terms such as “inclusion” or “mainstreaming” are narrower

in scope than the intent of LRE. They are NOT synonymous with LRE. Placement within the general education classroom may be the

least restrictive environment for some students with disabilities, but not all.

IDEA requires participation in the general classroom ONLY when such placement can provide an appropriate education.

Thus while IDEA promotes integration of students with disabilities in the general classroom, it recognizes that some students may require a more restrictive or segregated setting for FAPE provision.

Before a More Restrictive Environment is Considered… Schools must make a good faith effort to

educate students with disabilities in the LRE. Before moving a student to a more restrictive

placement, schools must be able to demonstrate that they have made every reasonable effort to educate students in less restrictive setting with the use of supplementary aids and services.

Continuum of Services IDEA requires a continuum of services of

alternative placement options to meet the needs of students with disabilities.

This continuum represents a spectrum of placements where a student’s unique special education program can be implemented.

The purpose of this continuum is to allow IEP Teams to choose from a number of options when determining LRE appropriate to each student.

IDEA Regulations:a) Each [school district] shall ensure that a continuum of

alternative placements is available to meet the needs of children with disabilities for special education and related services.

b) The continuum required…must:1) Include the alternative placements … (instruction in regular

classes, special classes, special schools, home instruction, and instruction in hospitals and institutions); and

2) Make provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement.

(IDEA Regulations, 34 C.F.R. § 300.551)

Continuum of ServicesGeneral

EducationClassroom

SpecialClasses

SpecialSchools

Home Instruction

Hospital/Instruction

Resource/Pull OutInclusion

ResidentialPlacements

MurrellJohnsonCora Howe

LifeSkillsMIS

One-on-One Aid

Where are the following:Resource?Inclusion?Residential?Special Day Programs?MIS?Life Skills?One on One Aid?

LRE Determination Standards Must be individualized based on unique student needs Must examine which setting will offer maximum

educational benefits to students May consider effect of student’s disability on peer

learning (i.e. behavior) ONLY after good faith effort has been made in LRE

Must provide FAPE Must integrate within general education to the

maximum extent possible

In Conclusion: Each IDEA disability has characteristics that will

lead to educational needs. The unique needs of each student must be considered

in describing the Present Levels of Performance and, from there, identifying the areas of exceptionality.

Annual Goals are developed based on each student’s needs.

Placement is determined by the IEP Team to give the best support to enable the student to achieve educational benefit in the LRE.

We are here to support you! For tough cases, your Compliance Facilitator

is there to assist you. Don’t hesitate to contact him/her if you have

questions.

Thank you for your attention!!

For More Information on IDEA Disabilities:

Visit the Tennessee Department of Education website at

http://www.state.tn.us/education/speced/assessment.shtml