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					Placement

               By
   Beth Troutman, 19 May 2007
What does placement mean?
   Placement refers to the educational
    setting in which the goals and
    objectives for your child’s special
    education and related services may
    appropriately be met.
   A continuum of placement options must
    be available.
Placement Decision
   Decisions about your child’s placement
    cannot be made until after the IEP team
    meets and reaches consensus about the IEP
    goals.
   Your child’s placement decision is based on
    two things:
                FAPE
                LRE
IDEA states:
   “It is the purpose of this Act to assure that all
    children with disabilities have available to
    them…a free, appropriate public education
    which emphasizes special education and
    related services designed to meet their
    unique needs. 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.”
FAPE
   FAPE means a “Free Appropriate Public
    Education”.
   All children under the age of 22 are
    entitled to a free, public education that
    appropriately meets their educational
    needs.
LRE
   LRE means “Least Restrictive
    Environment”.
   The LRE requirements that the IEP
    team must consider are on “IEP pg.319”
    of the IEP.
LRE Continued…
   These factors are very important-read
    them carefully at the IEP meeting.
   The IEP team-of which the parents are
    members- must discuss these factors
    and consider them BEFORE choosing
    an IEP placement for your child at the
    IEP meeting.
Placement Continuum Options
   Placement continuum options are found on
    the “IEP 321 Placement” page of the IEP.
   The team must begin at the top of the list,
    which is considered the least restrictive
    environment, and move down the list until
    the appropriate placement is found for your
    child.
Continuum Options List
   The team can consider the following options
    from the “placement continuum options” list:
             General Education Settings (including integrated settings)
             Special Classes (this means special education classes)
             Public Day School
             Private day School
             State Operated Program
             Private Residential School
             Home Based Instruction
             Other (Described)
Placement Options and the IEP
Team
   The team can choose more than one placement
    option to meet the child’s educational needs. For
    example, many of our children receive their
    education in both the general education setting and
    special education setting.
   In order to consider certain placements, additional
    team members might be required at the IEP meeting.
    For example, Contract Services must be a part of the
    team in order to consider placements like “Private
    Day School” and “Private Residential School”.
Primary Service
   The “Primary Service” that your child receives is the
    set of strategies and methodologies that the team
    decides will best support your child’s educational
    needs. Your child does not have to have a medical
    diagnosis or an educational label to receive a
    particular Primary Service.
   The list of Primary Services that FCPS offers is on
    page “IEP 320 Services” of the IEP.
   One primary service is not less restrictive than
    another (i.e.-non-cat services are not less restrictive
    than autism services)
Interesting Facts
   “Primary service” can be looked at as a description of strategies
    and methodologies through which a school provides your child’s
    education in whatever environment the team chooses
    that will best meet the needs of your child.
   The “primary service” should be thought of as best practice for
    delivery of you child’s IEP.
   When a teacher delivers supports to your child through a
    “primary service”, the teacher should be “highly qualified”.
   “Non-Categorical” is a primary service that is only available in
    elementary school.
   You can not “graduate out” of a primary service, like AUT. If
    your child is successful in a particular program, change the
    setting not the service.
Service Delivery Options
   “Service Delivery Options” refers to the
    settings in which your child will receive his or
    her education via their designated primary
    service.
   These settings, listed on page IEP 319,
    include:
          Special ed svs. in general ed classes on an intermittent
           basis (sometimes)
          Special ed svs. in general ed classes on a regularly
           scheduled basis (specific days/times)
More Service Delivery Options
      Special ed svs. in special ed classes on an
       intermittent basis (sometimes)
      Special ed svs. in special ed classes on a
       regularly scheduled basis (specific days/times)
      Preschool special education svs. in natural
       environments (FCEP classes are the only
       general ed preschool classes in FCPS)
      Consult/Monitor/Collaboration-this means that
       the teachers/itinerants work together-there is
       no direct service from whomever is responsible
       for the goal.
Service Delivery Options…A.K.A…
   There are many ways that a school can offer
    a student their service delivery options.
    Some include:
             General Education classes
             Team Taught classes
             Pull-Out (Resource Room, Learning Labs)
             Self-Contained classes
Where Should My Child Be Educated?
   Determining placement can be a stressful
    part of the IEP if you don’t know your
    options.
   Ask the team what types of classes the school
    offers. If the school does not offer what you
    have in mind-ask anyway. Some teams are
    open to creating classes or tweaking current
    options to fit your child’s needs.
Guidelines For Determining
Appropriate Placement
   Placement must be based on the
    individual needs of the child as
    stipulated in his/her IEP.
   IDEA states that each child should be
    educated as close to his/her home as
    possible. This is called the “base
    school”.
Guidelines Continued….
   In Fairfax County, sometimes the base school
    does not offer the service, accommodations,
    programs or peer environment that the child
    requires to meet his/her educational needs.
   The IEP team must then determine the
    school closest to the child’s base school that
    does fit his/her needs as specified by the IEP.
What To Look For…
   Can the school provide the necessary physical
    accommodations required in the child’s IEP? (small
    plant, quiet environment, wheelchair accessible)
   Does the school schedule meet the needs of your
    child? (does the school run on a block schedule?)
   Can the school provide any special programs listed on
    the IEP? (PAC, Enhanced Autism Program, GT, AP, IB
    programs, etc.)
   Are there opportunities and supports that will allow
    your child to participate in school activities with their
    typical peers? (inclusion opportunities)
Placement Can’t Be Based
On…
   Category or severity of disability
   Configuration of delivery system
   Availability of educational or related
    services
   Availability of space
   Administrative convenience
Helpful Hints…
   When choosing a school, keep the
    following things in mind:
       According to the FCPS School Board
        Regulations, a family can not “pupil place”
        a student with an IEP. All placements are
        an IEP team decision.
       Attending a location other than your base
        school still entitles you to transportation
        from the county.
More Helpful Hints…
    You can request a tour of the proposed
     placement before you sign the IEP.
    You can refuse to sign an IEP that
     stipulates a placement with which you do
     not agree. The team will have to
     implement the last signed or “stay put” IEP
     in the last designated school. But
     remember-the rest of the IEP stays the
     same as well-including goals,
     accommodations, etc.
Conclusion
   Remember, the most important aspect
    of making a placement decision for your
    child is whether his/her individual needs
    as specified in the IEP can be
    appropriately met in the chosen
    placement.

				
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