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Section 4

ak dept education

special ed handbook
SECTION 4
CONTINUUM OF PLACEMENT OPTIONS

The District must ensure that a continuum of alternative placements is available at all times to meet the needs of children with disabilities for special education and related services. These placements include the following options:
  1. The regular classroom with additional support services: The child remains in the regular classroom. The teacher and/or child is provided with special equipment and supplies, special transportation, paraprofessional services, or other supportive services. The regular education classroom teacher or paraprofessional conducts classroom activities, while the special education teacher or therapist works with the regular education classroom teacher or paraprofessional to implement the IEP.

  2. The regular classroom with direct services from special education personnel: The child remains in the regular classroom. A special education teacher or therapist works with the regular education teacher and provides instruction in the regular class to an eligible child whose identified needs can be met with part-time support. The instruction may be on an individual or small group basis and is always coordinated with the regular class activities.

  3. The regular educational environment with special education itinerant or resource support: The child receives as much of the regular classroom instruction as appropriate. Additional educational experiences are provided by a special education teacher or therapist in a pull-out program designed to meet identified needs. The duration of time spent with the teacher or therapist is determined by the degree of intervention necessary to meet the child's needs. The instruction may be provided on an individual or small group basis and is always coordinated with the regular class activities.

  4. The refular education environment with self-contained classroom support: The child receives any regular education classroom instruction from which he or she can benefit. The majority of instruction is provided in a self-contained classroom. Interaction integration with non-disabled peers, children without disabilities, may occur in the regular classroom, and in non-academic and extra-curricular activities as determined by the IEP Team.

  5. Full-time instruction in a separate day school: The child receives all instruction in a separate day school. These experiences are supplemented by involvement in those parts of the regular school program that are appropriate.

  6. Home or hospital instruction: The home or hospital program consists of instructional and/or supportive services provided by the school to a child in his home, in a convalescent home, or in a hospital. A physician must certify in writing and the IEP provide that the child's bodily, mental, or emotional condition do not permit attendance at a school.

  7. Institutional services: The child resides in an institutional setting and receives all instruction in this setting. Involvement with non-disabled peers, children without disabilities, is provided as indicated in the IEP.
The following special education placements may be considered for preschool children with disabilities:
  1. Home-based services.
  2. Preschool classrooms located in regular elementary schools or other preschool programs operated by public agencies (such as Head Start).
  3. District-operated preschool programs.
  4. Preschool classrooms in private preschools.
  5. Preschool classrooms located in facilities that serve only children with disabilities.
A combination of these options may be provided to a child upon the demonstration of need and the recommendation of the IEP Team.

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