SPD 510 Week 2 LRE and FAPE .docx - Running Head LRE/FAPE...

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Running Head: LRE/FAPE Determining Least Restrictive Environment and FAPE Melissa S. Latimer Grand Canyon University SPD-510: Professional, Ethical, and Legal Practices and Policies in Special Education 1
Running Head: LRE/FAPE Part I: Graphic Organizer Services provided by general education teacher with accommodations and modifications as needed. Instructional supports are put in place. Student may receive push-in support with special education teacher. Student may have additional adult support (IRIS, 2020). Benefits: social interactions, more access to general curriculum, higher expectations, enhanced skill acquisition. Drawbacks: inadequate placement, student may “get lost”, inability to access general curriculum, curriculum may move too quickly, poor comprehension. General Education Classroom Majority of instruction takes place in special education classroom. Student participates in general education for non-academic periods (P.E, music, art, etc.). Curriculum is in alignment with general education curriculum; however, it is modified, differentiated, and adapted to meet the student’s needs (IRIS, 2020). Benefits: smaller class sizes, individualized attention, close relationships formed with teachers and classmates, more intensive intervention. Drawbacks: can be challenging for teacher to adapt curriculum to meet varied needs, reduced interaction with general education peers, social problems may worsen, may be difficult for student to return to general education. Special Education Classroom Students attend school in a public or private facility for the majority of the school day. The facility is designed, staffed, and resourced for specialized instruction of students with a particular disability (autism, emotionally disturbed, deaf, blind, etc.) (IRIS, 2020). Benefits: school is targeted to meet the needs of students with a particular disability, necessary support is received, teachers/staff has specialized training, instruction is differentiated, specialized resources/services available, student with is peers that have same disability. Drawbacks: lack of interaction with non-disabled peers, stigma of attending a “special school”, reduced social interactions/growth, lower expectations, trouble transitioning back to regular school. Special School Due to physical or mental health challenges, which limit or prevent school attendance, instruction is provided in the home by a homebound teacher. Schedule is created to meet student’s needs. Consultation and collaboration between homebound teacher, special education teacher, and general education teacher (IRIS, 2020). Benefits: instruction is based on student needs, reduced anxiety, building on strengths, student-centered instruction, creative learning.

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