Rationale

The Susquehanna Community School District recognizes the right of all students to receive an appropriate education. The term, “least restrictive environment” (LRE) refers to a legal requirement, which mandates that all considerations of the educational placement of a student with disabilities begin with placement in an environment most similar to that of their nondisabled peers – the general education classroom. There is a continuum of alternative placements that must be available to all students with disabilities. The placement of a student in a general education classroom on a full-time basis represents the least restrictive environment in this continuum. In addition, all students are entitled to curricular and instructional adaptations, modifications, and accommodations in the LRE appropriate to their individual needs.

Purpose

The purpose of this inclusion policy is to insure that all students, including those with special needs, receive a free, appropriate public education (FAPE).

Responsibility

It is the responsibility of the Susquehanna Community School District to follow the rules and procedures set forth by the federal and state laws that pertain to students with disabilities (Chapter 14 and Chapter 15).

Policy

The Susquehanna Community School District has proposed a policy of Inclusion in order to insure the educational rights of all students and to provide students with FAPE.

The district will follow the continuum of placements as outlined in the Individuals with Disabilities Education Act (IDEA). The LRE will be utilized whenever placement decisions occur. Students will be included in general education classrooms and supports will be brought to these students in their classrooms in order for the student to benefit from instruction. The general and special education teachers, as well as related service personnel, will work collaboratively to ensure the adequate delivery of support services.

Guidelines

The Susquehanna Community School District will implement an Inclusion model over a 3-year period. Beginning with the 2004-2005 school year, students will be included in two of the content area classes at each grade level from grades 7 through 12. The general education teacher and the special education teacher will collaborate on the delivery of instruction and services to the students in these classes. A co-teaching model has been selected for phase one of the pilot project. Co-teaching is a form of collaboration in which combined expertise is offered to the students in these inclusive classes. The district Special Education Coordinator, in conjunction with the building principals, shall oversee and supervise the inclusion model in each building. Additionally, the district will establish a committee to monitor progress in phase one of the project. The committee will consist of teachers who are directly involved in the process. They will provide on-going feedback and make any recommendations. Progress will be determined through the analysis of student grades, state and district assessment scores, discipline referrals, and assessed reading and math levels. Other indicators, as deemed appropriate, will be used to gage the success or failure of the inclusion program. Including students in additional general educations classes will occur over time. Providing FAPE, as well as a quality education, is of primary importance.

Inclusion Model

Role of the General Education Teacher:

1) To have a working knowledge of the IEP, including the student’s present levels of educational performance (PLEP’s) and specially designed instructions (SDI)

2) To make and use the appropriate adaptations and modifications which are outline in the IEP

3) To consult with the special education teacher regarding the specially designed instruction modifications

4) To collaborate (weekly) with the special education teacher about the specific students in the class and their progress

5) To contact the parents if there is a problem that does not relate to the IEP

6) To consult with the special education teacher in providing grades for all classroom assessments

7) To report student grades through MMS or other appropriate technologically-enhanced reporting system for all students in the class

8) To collaborate on instructional delivery and assessment procedures with the cooperating special education co-teacher

Role of the Special Education Teacher:

1) To have a working knowledge of the IEP, including the PLEP and SDI.

2) To assist the regular education teacher in preparing the adaptations and modifications

3) To provide daily support to the regular education teacher for academic and behavioral issues that affect the students and the learning environment

4) To provide an added support to the students and teacher in the event that re-teaching needs to occur

5) The special education teacher can assist in lesson preparation and the implementation process

6) To collaborate (weekly) with the regular education teacher about the specific students in the class and their progress

7) To contact the parents if there is a problem that relates to the IEP

8) To consult with the regular education teacher in providing grades for all classroom assignments

9) To participate in instructional delivery and student assessment, as appropriate, with the regular education teacher.