IEP Placement Decisions

IEP Placement Decisions - The Least Restrictive Environment:

When determining placement, careful consideration should be given to the child's ability to learn in the regular classroom at his local school. Could the child learn if provided a personal aide, additional assistance, or assistive technology? IDEA states that placement cannot be based upon "administrative convenience" or available resources. Conversely, if the child is a danger to himself or others, an alternative placement may be warranted.

The placement itself must be based solely upon the individual child's needs. Choices cannot be limited arbitrarily by the school system, nor can a parent insist on a specific placement if the school offers an appropriate placement.

Another factor in determining placement concerns the type of program placement. This includes services such as resource pull-out programs, before or after school tutoring, home instruction, special schools, etc. Schools must provide a "Continuum of alternative placements". In otherwords, any necessary placement should be offered.

The key is to always provide what the child needs. IDEA is all about what a child needs, not what the school has available, what the parents would like, nor what the school administrators are willing to provide. The child has a right to an appropriate education, with maximum opportuinity to meet high academic standards, within the general curriculum provided to all typical students.

Placement is written into the IEP as a statement of location, duration, and setting.

Example:

Regular Classroom, 5 hours/day, 5 days/week, with
                1-on-1 collaborative teacher 1 hour/day,
                5 days/week during Mathematics and Grammar.

Occupational Therapy, 30 minutes/day, 3 days/week,
               Group of 3 children.

Placement is determined at the end of the IEP process and is based upon the defined needs of the child. No one can, or should, make a placement decision prior to completing the rest of the IEP.

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