SPECIAL STUDENT PROGRAM. A. The parties recognize that children having physical, mental and emotional problems, as determined through testing and interview procedures for Special Education, may require specialized classroom experiences and that their presence in regular classrooms may interfere with the normal instructional program and place extraordinary and unfair demands upon the teacher and class. Such assignments will be made when economically and educationally feasible and with the concurrence of the teacher involved. Special attention will be given to reducing class size where special students are placed in a regular classroom.
SPECIAL STUDENT PROGRAM. A. The parties recognize that children having special physical, mental, and emotional needs may require specialized classroom experience and that their presence in regular classrooms may interfere with the normal instructional programs and place extraordinary and unfair demands upon the teacher. Teachers believing that such students are assigned to their classrooms may request the student’s transfer and shall present arguments for such request to the Individual Education Planning Team. Special attention will be given to reducing class size where special needs students are placed in the regular classroom of a newly-employed, inexperienced teacher without prior approval of the Association.
SPECIAL STUDENT PROGRAM. A. If a teacher suspects that a possibly handicapped student is assigned to his/her classroom, the teacher needs to refer that child to the building administrator. The referral shall then be forwarded through a procedure determined by the administration. Regular education teachers will be involved or advised prior to class assignment. After evaluations have been completed, the administration shall commence an Individualized Education Planning Team (IEPT) meeting for such child to consider the problems of the classroom teacher and possible options in the child's programming. The classroom teacher of a special needs student with an IEP, if known, shall participate in the IEP Team deliberations and meetings as required by law, and both special and regular education teachers may offer suggestions relative to placement. The administration shall take into account input from the regular education teacher when determining revisions, or need for revisions, in the child's IEP. The co-teaching model in special education can be a desirable choice in meeting the multiple challenges of special needs students within the regular classroom environment, certain conditions must be met before it can be expected to work:
SPECIAL STUDENT PROGRAM. A. The parties recognize that students with disabilities, as determined through testing and interview procedures for Special Education, may require specialized classroom experiences and that their presence in regular classrooms may interfere with the normal instructional program and place extraordinary and unfair demands upon the teacher and class. Such assignments will be made when economically and educationally feasible and with the concurrence of the teacher involved. Special attention will be given to reducing class size where special students are placed in a regular classroom.
SPECIAL STUDENT PROGRAM. A. The parties recognize that children having a handicapping condition (as defined in the Revised Administrative Rules for Special Education, November 2002) may require special education programming. If a teacher suspects that a possibly handicapped student is assigned to his/her classroom, the teacher needs to refer that child to the building administrator. The referral shall then be forwarded through a procedure determined by the administration. After evaluations have been completed, the administration shall commence an Individualized Education Planning Team (IEPT) meeting for such child to consider the problems of the classroom teacher and possible options in the child's programming. The classroom teacher, if known, shall be allowed to participate in the Team deliberations. The parties recognize that accommodating the needs of a special needs student may require ongoing attention and/or revision to meet the needs of a least restrictive environment. The administration shall take into account input from the regular education teacher when determining revisions, or need for revisions, in the child's IEP. Special attention will be given to reducing class size where special students are placed in the regular classroom. The Board shall minimize the number of special students placed in the regular classroom of newly-hired, inexperienced teachers.
SPECIAL STUDENT PROGRAM. A. The parties recognize that there will be provided special education programs and services in accordance with Public Act 451 of 1976, as amended. The Individualized Educational Planning Team (IEPT) will determine the placement and service of all students with special needs in accordance with the laws of the State of Michigan, Federal Legislation, and the rights of the individual.
SPECIAL STUDENT PROGRAM. A. Whenever it appears that a particular pupil requires the attention of special counselors, social workers, law enforcement personnel, physicians or other professional persons, the administration will take reasonable steps to aid the teacher in his/her responsibilities with respect to such pupil.
SPECIAL STUDENT PROGRAM. 5.100 The parties recognize that children having physical, mental and emotional problems may require specialized classroom experiences and that their presence in regular classrooms may place extraordinary demands upon the teacher. Students with such a history who have been evaluated by the Special Services Department will be evenly distributed as far as possible among teachers of the affected grade or department in each building. A teacher requesting the transfer of a student whom he/she believes has physical, mental or emotional problems, previously unidentified, will first refer the student to the Special Services Department for evaluation. In the event the request for transfer is denied, the teacher shall have the right to have a conference with the principal, counselor, and/or appropriate Special Services personnel. Special attention will be given to reducing class size where such students are placed in a regular classroom.
SPECIAL STUDENT PROGRAM. A. The parties recognize that children with qualified disabilities may require specialized classroom experiences in accordance with the requirements of Federal and State law for providing a Free and Appropriate Public Education (FAPE) in a Least Restrictive Environment (LRE). Special attention will be given to reducing class size where students are placed in the regular classroom.
SPECIAL STUDENT PROGRAM. A. The parties recognize that children having special physical, mental and emotional challenges may require specialized classroom experiences in accordance with the requirements of Federal and State law for providing a Free and Appropriate Public Education (FAPE) in a Least Restrictive Environment (LRE). Special attention will be given to reducing class size where students are placed in the regular classroom.
