Least Restrictive Environment Sample Clauses

Least Restrictive Environment. The Board and the Association acknowledge that the policy of least restrictive environment is legally mandated and intended in the best educational interest of the student. Accordingly, the parties who would fit legal requirements which would involve the use of an Individual Educational Planning Team (IEPT) for placement in the regular classroom must be appropriate to the student’s unique needs as determined by an IEP on an individual basis. For the purpose of this section, such students shall be referred to as “mainstreamed students.”
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Least Restrictive Environment. A. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual disabled student should participate in regular education programs and services involves considerations of that student’s unique needs as determined by an individual educational planning team (IEPT). Although it is agreed that the disabled student’s participation and right to participate in regular education programs and services cannot be affected by this Agreement, the District does agree to consider how the disabled student’s placement will affect teachers when determining the disabled student’s placement.
Least Restrictive Environment. 1. While the parties acknowledge the policy of least restrictive environment is legally mandated, they also recognize the extent to which any individual student with disabilities should participate in regular education programs and services must be appropriate to that student’s unique needs determined by an Individual Educational Planning Committee (IEPC) on an individual basis.
Least Restrictive Environment. Except as otherwise provided by the provisions of Section 2.E contained hereinabove, students with disabilities enrolled in the School will be educated in the least restrictive environment and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. As it is the School’s goal to place students in an environment where they can best flourish, those students whose needs cannot be adequately addressed at the School will be appropriately referred; and the School’s staff will work together with the Sponsor’s personnel to ensure that the needs of these students are met. However, it is the School’s obligation, and not that of the Sponsor or student’s boundaried school, to provide all appropriate services to ESE students.
Least Restrictive Environment. Individual Educational Plans (IEP’s), to include an annual IEP meeting with the student’s family. Students with disabilities will be educated in the least restrictive environment, and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Those students, whose needs cannot be adequately addressed at the School, as determined by the IEP team, will be referred to an appropriate placement within the District. Parents of students with disabilities will be afforded procedural safeguards in their native language, consistent with the manner that those safeguards are provided in the District’s traditional schools or using the District's materials. Unless the School is specifically for students with disabilities, the School shall not request through the School's application a student's IEP or other information regarding a student's special needs, nor shall the school access such information prior to the enrollment lottery. Upon enrollment, or notice of acceptance sent to the student, the School may request from the District information related to the student's program and needs, including the student's most recent IEP, which shall be provided within 10 days. Similarly, upon a student’s enrollment in another public school in the district and receipt of request for records, the School shall provide the records to the requesting school within 10 days. If the School believes, upon review of the IEP, that the student's needs cannot be met at the School an IEP meeting shall be convened within 30 days. The Sponsor shall be invited to and may attend the meeting, at which time the IEP team shall determine whether the School is an appropriate placement for the student. The Sponsor will provide a Support Specialist to serve as the Local Educational Agency (LEA) representative who may attend all IEP, EP and 504 meetings; initial placement, change in placement and dismissal from a program.
Least Restrictive Environment a. With the exception of those duties normally associated with the registered nursing profession, employees will not be required to assist special needs students with bodily functions, administering medication, or with medical needs such as but not limited to catheterization or suctioning.
Least Restrictive Environment. A. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any student who receives services under the Individuals with disabilities Education Act (IDEA) should participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Committee (IEPC). It is further acknowledged and recognized that the general education classroom teachers and the appropriate special education teachers are jointly responsible for implementation of the IEP and for attending to the educational needs of special education students assigned to the teacher's class. Teachers agree to cooperate in the delivery of special education and related services.
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Least Restrictive Environment. The Charter School will support movement of students with disabilities, including students with moderate to severe disabilities, into less restrictive environments and increase interactions of students with disabilities with non-disabled students. The Charter School general program of instruction for students with disabilities shall be responsive to the required sequence of courses and related curricular activities provided for all students in the Charter School. Assessment and standardized testing procedures shall be implemented, including guidelines for modifications and adaptations, to monitor student progress.
Least Restrictive Environment. A. Any regular classroom teacher who it can be reasonably anticipated will be teaching or otherwise providing instructional services to a student with a disability in a regular education classroom setting shall be invited, in writing, to participate in the Individual Educational Planning Team (IEPT) meeting for each student.
Least Restrictive Environment. While the Board and the Association acknowledge that Least Restrictive Environment (LRE) is federally mandated, they also recognize the extent to which any individual student with disabilities should participate in regular education programs must be appropriate to that student’s unique needs as determined by the Eligibility Determination Conference (EDC) and/or the Individualized Education Plan (IEP). Such participation in regular education programs shall not substantially interfere with the learning of others even with supplemental services, threaten the safety either of other students or of the disabled student, or require so much modification in the curriculum that the regular program has to be altered beyond recognition. The Board recognizes and agrees that it will take any and all steps necessary in order to meet the requirements of federal and state laws which require that students with disabilities be educated in the least restrictive environment. Such steps might include, among other things, co-taught classes, the relocation of programs, the establishment of additional classes, or the reassignment of students both with and without disabilities.
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