...In the required readings for this week there were several key points references Least Restrictive Environment and cases involving LRE that were very interesting. “The act requires states to establish procedures assuring that children with disabilities are educated appropriately and comparatively with children who do not have disabilities (Osborne & Russo, 2003)” (Lecture 2, 2010). In this paper I will provide five key points, my prior beliefs about the legal history and special education, and my experiences in education, how they might apply to content to a classroom and instruction. Every child should have the right to free appropriate education no matter if they have a disability or not. Students with a disability may need more restrictive placement, such as,...
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...Discuss issues relating to the education of children with special needs such as the least restrictive environment (LRE) and inclusion. As part of the U.S. Individuals with Disabilities Education Act, the least restrictive environment is identified as one of the six principles that govern the education of students with disabilities and other special needs. By law, schools are required to provide a free appropriate public education in the least restrictive environment that is appropriate to the individual student's needs. "Least restrictive environment" means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access. The student should be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers. Academically, a resource room may be available within the school for specialized instruction, with typically no more than two hours per day of services for a student with learning disabilities. Should the nature or severity of his or her disability prevent the student from achieving these goals in a regular education setting, then the student would be placed in a more restrictive environment, such as a special school, classroom within the current school, or a hospital program...
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...student’s abilities and needs. Based on evaluation results, the committee decides if the student is eligible to receive special education services and programs. Next, if the child is eligible to receive special education services, the committee develops and implements an appropriate IEP, based on evaluation results, to meet the needs of the student. The committee must determine the student’s placement, ensuring that services are provided in the least restrictive environment (LRE). Unless the student’s IEP requires some other arrangement, placement must be close as possible to the student’s home. The IEP is reviewed on an annual basis and reevaluation is conduct at least once every three years to revise IEP and services. The Five Key Points The key points in the text reading are as follow: 1. A description of the special education process. 2. A discussion of the three modes of collaboration and the three models for teaming. 3. A brief description of the IEP components. 4. The importance of the least restrictive environment and inclusion setting. 5. The roles and rights of parents in their child’s special education process. How might I apply this content to a classroom and instruction? As a special educator teaching in an inclusion classroom, the most important thing for...
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...In special education, the continuum of alternative placements is a list of educational settings in which a student with disabilities may receive instruction from the least restrictive setting (the general education classroom) to the most restrictive setting (an institution). In the phrase “least restrictive setting” the term “restrictive” implies the amount of time that a student with disabilities will spend with their nondisabled peers. The continuum of alternative placements then, is a list of acceptable settings or combination of settings in which a student will receive all or part of their instruction and still be able to interact with their nondisabled peers. An example of a placement is a student receiving reading and spelling instruction...
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...frequent outburst (Flippin, 2005). Proponents of Inclusion Education argue integrating disabled students with their non-disabled peers into mainstream classrooms is beneficial to teaching them how to socially function in the world after high school; however, immersion does not guarantee inclusion for the ADHD student, who typically does not benefit from the one-size-fits-all classroom model. Inclusion of ADHD students in mainstream education has merit, but it has missed the mark because it leads to social stigma and academic underachievement. Both Section 504 of the Rehabilitation Act of 1973 and the Individuals Disabilities Education Act (IDEA) recognizes, legitimizes, and ensures disabled students the right to be “educated in the least restrictive environment (LRE) in which educational and related needs can be satisfactorily provided” (Taylor, 2004, p. 219) but also recognizes the need...
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...302 Understanding mental capacity and restrictive practice. 1.1 - describe how the main purpose and principles of current mental capacity legislation are reflected in codes of practice and agreed ways of working. The primary aim of mental capacity legislation in the UK is to protect and empower individuals who may lack the capacity to make their own decisions. This legislation ensures that individuals are supported to make decisions for themselves whenever possible, and that any decision made on their behalf is done in their best interest. Principles Reflected in Codes of Practice and Agreed Ways of Working: • Presumption of Capacity: The default assumption is that adults can make their own decisions unless proven otherwise. Support to Make...
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...Behavioural Support is titled - the Positive Behaviour Support Policy – Safe management of challenging behaviour in children and young people with learning disabilities and autism. The broad aims of the policy are: • the prevention of challenging behaviours; • that, where used, restrictive physical interventions promote the best interests of children and young people; • that all risks associated with the use of restrictive physical interventions are continuously assessed; • to maintain the safety and dignity of children, young people and staff; • that managers and employers discharge their responsibilities effectively; • to highlight the training needs of staff in the use of restrictive physical interventions. 2.1 Define the term ‘challenging behaviour’ Behaviour of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy or behaviour which is likely to seriously limit or deny access to the use of ordinary community facilities. 2.2 Explain the reasons for the term challenging behaviour coming into use Experience and research suggests that what professionals call "challenging behaviour" is often a reaction to the challenging environments that services or others create around people with developmental...
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...Least Restricted Environment Priscilla Kaas Grand Canyon University: SPE 350 Special Education Litigation and Law June 13, 2015 Every student has a right to receive a Free Appropriate Public Education (FAPE) in a least restricted environment (LRE). An education is a right not a privilege, with that in mind, a student with a disability should be given the opportunity to begin their educational journey in the general education classroom. What if the their journey can not be achieved in the general education setting? Administrators, teachers, and all Individual Education Plan (IEP) team members must give reason as to why the LRE will not be effective and constitutes the main subject of discussion in the IEP meeting. The Interview Rachel Page is a Program Director for a school district in San Diego California. She is also one of the most intelligent women I have ever met. She is in the process of taking the title of the Special Education Director and still took the time to sit down with me and answer my questions. This lady is by far amazing. She impressed me beyond words. Rachel has 18 years under her belt as a Severe SDC (special day class) teacher. She also holds two Masters degrees, impressive. Her time was very limited, the interview was quick and to the point. Just like her. I have chosen to write my interview portion of the essay in a question and answer format. I recored the conversation and was able to type out her answers. What is the special education coordinator's...
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...Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ESE 315 Week 1 Journal Reflection and Preparation, Reflection and Preparation Based on what I have read and understand about the education laws, I know that IDEA entitles every student to a free and appropriate public education (FAPE) in the least restrictive environment (LRE). To ensure a FAPE, a team of professionals from the local educational agency meet with the student’s parents to identify the student’s unique educational needs. This helps the teacher to determine the best plan for each child and their special needs but if the educational laws do not support their grounds of carry out the law they have provided it will have impact on the teachers as well as myself because the accommodations and services they are to give do not be given will force the teachers to have to teach a curriculum based on normal students with the special students and with Reflection and Preparation Based on what I have read and understand about the education laws, I know that IDEA entitles every student to a free and appropriate public education (FAPE) in the least restrictive environment (LRE). To ensure a FAPE, a team of professionals from the local educational agency meet with the student’s parents to identify the student’s unique educational needs. This helps the teacher to determine the best plan for each child and their special needs but if the educational laws do not support their grounds of carry out the...
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...need to reference this material. I expect most of it will come right out of the book. This is testable material. This assignment must be placed in the drop box prior to class on the due date for it to be considered turned in “on time.” Late assignments follow the Nursing Handbook Policy for tardiness. 1. Describe the concept of “least restrictive alternative”. a. This involves providing mental health treatment in the least restrictive environment with the use of the least restrictive treatment. 2. Compare & contrast the various forms of admission to mental health facilities: b. Voluntary i. Patients who access treatment voluntarily by consenting to be admitted and treated. c. involuntary/emergency ii. When the effects of the patient’s mental illness result in an immediate risk of self-harm or harm to others, or the effect of the mental illness is such that the patient is unable to provide food, clothing, or shelter for him/herself, and emergency commitment is appropriate. 1. Short period and more restrictive criteria for admission. 2. State requires that a mental health official see the individual. 3. A 2nd mental health professional makes and examination once the individual is brought to the inpatient unit. 4. Probable cause hearing must take place to continue the hospitalization. d. ...
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...Accommodations.doc ESE 631 Week 4 Assignment Research Paper.doc ESE 631 Week 4 DQ 1 Planning for Students with Intellectual Disabilities.doc ESE 631 Week 4 DQ 2 Supporting Students with Physical Impairments.doc ESE 631 Week 5 DQ 1 Families and Autism.doc ESE 631 Week 5 DQ 2 Transition and Self-Determination.doc ESE 631 Week 6 DQ 1 Sensory Impairments.doc ESE 631 Week 6 DQ 2 Diverse Learners and Differentiated Instruction.doc ESE 631 Week 6 Final Paper Professional Presentation.ppt ESE 631 Week 6 Journal Course Reflections.doc Business - General Business LRE and FAPE . Please read the article “Least Restrictive Environment: How Do We Prepare Both Our Special Educators and Our General Educators to Comply with the Provision?” (Keuhne, 1998). According to IDEA, what do the terms Least Restrictive Environment (LRE) and Free and Appropriate Public Education (FAPE) mean? How does inclusion fit into the big picture of LRE? Discuss the legal ramifications of the LRE provision as mandated by IDEA, the relative and dynamic properties of LRE, and the collaborative dimension of implementing LRE for students in special education. In addition, discuss any personal experiences you may have had as part of an...
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...Decision Making The Parent/Student Participation principle provides for shared decision making between the parents, the student and the school. * Parents have the right to be notified of all evaluations and reevaluations of their child. * Parents have the right to receive copies of all evaluations and documentation regarding their child. * Parents have the right to have access their child’s educational records. * Parents have the right to be full members of the the team which evaluates their child. * Parents and students have the right to be a part of the team which develops the IEP and makes educational decisions for the student. The 6 Principles of IDEA Least Restrictive Environment As part of providing FAPE, schools must educate students with disabilities in the least restrictive environment possible, or LRE. This means that students with disabilities must be educated with their nondisabled peers to the maximum extent appropriate. Additionally, students with disabilities...
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...impairment, disability, handicap, and at risk should not be used interchangeably because the terms have different meanings. Additionally the terms refer to different types of individuals with or without exceptional learning needs. For example, the term impairment refers to the loss or reduced function of a particular body part or limb (Heward, 2009). Such as a soldier who may has a missing limb due to the current war or a child losing their leg after an accident. Handicap is a term that refers to a problem or disadvantage that a person with a disability or impairment encounters when interacting with the environment (2009). Children who may not have an identified disability but have a greater chance of developing a disability are considered at risk (2009). When an educator apply this term to infants, preschoolers, and young school age children because of biological, the home environment, or developmental problems. 2. Explain how each of the six major principles of IDEA will guide your thinking about working with young children as a child development professional. Based on what you learned in the first 2 weeks of the course, if you could recommend a change to IDEA in its next authorization that would do more to positively affect children ages 0–5, what would it be, and why? The IDEA’s six major components have opened my eyes and mind as a child development professional. Although there are six major principles, I believe the first three are the most important. First, the no...
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...Education for All Handicapped Children Act (EAHCA) to Individual with Disability Education Act (IDEA) both specify that any and all students with disabilities are permitted to a free appropriate public education in spite of their skill level or the difficulty of the disability. If the nation’s educational system wants to get better, educators must believe that all children can learn regardless of their disability, ethnic race, or economic status. By federal guidelines, students with special needs are to be placed in the least restrictive environment. Since this is based on the individual, students may be place in a general education classroom or in a special education classroom that is more restrictive. This essay will discuss diagnosis/prescription/evaluation (DPE) and analyses of instruction for a teacher with a student with an intellectual disability. Teaching and instruction is the basic job function of the classroom teacher. The classroom environment is just as important as the instructional component of learning as well. Take for instance, would a child be more tantalized in a room that is full of bright colors, powerful words of encouragement, artwork created by peers and eye catching bulletin boards or a room that is monochromatic, no artwork, and dull bulletin boards that are old and dusty? Of course the first...
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...The Benefits and Challenges of full Inclusion for Youth on the ASD Spectrum: Which Environments are Least Restrictive? With Autism on the uprising in society we have to become more inclusive in our academic environments in order to allow these individuals with Autism to have the opportunity to grow and develop in their social, emotional, physical, intellectual and behavioural aspects of their lives. Although it would be beneficial to become more inclusive in all-academic environments there may be many challenges that inclusion can create in these individuals lives. The benefits and challenges of full inclusion for youth on the ASD spectrum is the main topic of this paper and which environments are the least restrictive to the inclusion of...
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