1. Could the regular placement be
made beneficial for the student with supplementary aides
and services?
a. Why was the student referred?
b. What things were tried to help this student in the
regular classroom?
c. What factors hinder the implementation of this IEP
in a less restrictive environment?
2. Would there be any detriment to the child if he/she remained
in the regular classroom?
a.
How does the learning environment impact upon the student?
b.
How would the student respond to the service strategies in relation to
the learning environment?
3. Would there be any negative impact on the regular education
environment of the child
remained in that environment?
a.
How does this student impact upon the learning environment?
b.
How will the service strategies impact upon the learning environment?
4. What specialized instruction, methods, materials or equipment will
be needed to implement
IEP goals/objectives?
12 Elements of Appropriate Placement in the Least Restrictive Environment
1. A child with a disability must be educated with children who are non-disable to the
maximum extent appropriate including children with disabilities in nonpublic, private and
other care facilities. [34 CFR 300.550 (b)(1)] (CI #9)
2. Removal of a child with a disability from the regular education occurs only when the
nature or severity of disability is such that with the use of supplementary aids and
services the child cannot achieve satisfactorily. [34 CFR 300.350 (b)(2)] (CI #7)
3. A continuum of alternative placements must be available to meet the needs of a child
with a disability who requires special education and related services. [34 CFR 300.551
(a)] (CI #1, #9)
4. Alternative placements must include instruction in regular classes, special classes, special
schools, home instruction, instruction in the hospital and institution. [300.551
(b)(1)] (CI #1)
5. Provision must be made for supplementary services such as, resource room or itinerant
services. [34 CFR 300.351 (A)(B)(1-2)] (CI #2)
6. Educational placement must be based on the IEP. [34 CFR 300.552 (a)(2)] (CI #4, #9)
7. Educational placement must be as close to a child’s home as possible. [34 CFR 300.552
(a)(3)(C)] (CI #6, #9)
8. Educational placement must be determined at least annually. [34 CFR 300.552 (a)(1)]
(CI #5, #9)
9. Consideration must be given to potential harmful effect on the child and the quality of
service. [34 CFR 300.552 (d)] (CI #7)
10. Provision must be made for the child to have an equal opportunity to participate with
non-disabled students in nonacademic services and extracurricular activities
(recreational activities, counseling services). [34 CFR 300.306] (CI #8)
11. Provision must be made for the child with disabilities to participate in nonacademic
settings including meals, recess, etc. [34 CFR 300.553] (CI #8)
12. Child must be educated in hie/her home school unless the child’s IEP requires someHints for Least Restrictive Environment
other arrangement. [34 CFR 300.552 (b)] (CI #6)
Descriptions of the modifications (supplementary aids and services) used in the regular classroom and explanations as to why each was or was nor successful. This information could be acquired from the referral information.
Descriptions of any specialized materials/equipment/methods necessary to accomplish the goals which can not be successfully used in the regular classroom. This information could be acquired from the IEP section which focuses on materials/methods.
Description of the student’s behavior
and the impact it has on the ability of others to benefit
from the education environment.
Description of the environment and the impact it has on the student. Could be tied to “modifications” that were discussed in section 1.
Description of the nature of instruction (intervention strategies) and the impact it has on the student. For example, does a particular intervention strategy implemented in the regular classroom draw attention to the student and, thus, adversely affect his/her self-esteem.
Description of evaluation information such as educational history and learning style/needs and why the selected placement is essential to meet the students’ learning needs.
Description of behaviors that the student exhibits that presents a danger to himself/herself or others.
Description of the medical needs that may require a particular separate/specialized environment for all or part of the day.
CENSUS CODE / INSTRUCTIONAL SETTINGA. Regular Class, Home School with Ancillary
Services [ARS #15-7699 (D)]. Students
are served at their home school in a regular class for at least 80%
of the school day with either OT, PT, Orientation and Mobility training,
Sign Language interpretation services or a full-time aide for the student
to benefit from the student’s instructional program. ELIGIBLE FOR
STATE AND FEDERAL FUNDING.
B. Regular Class, Home School with Supplemental Aids
and Services. Students are served at
their home school, in a regular class for at least 80% of the school
day with services such as: adaptive physical education, Braille, large
print material and other low vision aids, or consultation by a special
education teacher. ELIGIBLE FOR FEDERAL FUNDING ONLY.
C . Regular class, Home School with Itinerant Support.
Students are served at their home school
with direct special education services from a certified staff member.
Students do not receive special education services for more than 20% of
the time. ELIGIBLE FOR STATE AND FEDERAL FUNDING.
D. Regular Class, Home School with Resource
Support. Students are served at their home
school, in a regular class but receive direct special education services
from a certified staff member for at least 21% but no more than 60% of
the school day. ELIGIBLE FOR STATE AND FEDERAL FUNDING.
I. Regular Class, Other School in District with Ancillary
Services [ARS # 15-769 (D)].
Students are served at a school in the district other than their home
school, in a regular class for at least 80% of the day with either OT,
PT, Orientation and Mobility Training, Sign Language interpretation services
or full-time aids for the student to benefit from the student’s instructional
program. ELIGIBLE FOR STATE AND FEDERAL FUNDING.
J . Regular Class, Other School in District with Supplemental
Aids and Services. Students are
served at a school in the district other than their home school, in
a regular class for at least 80% of the school day with such services as:
adaptive physical education, Braille, large print material, and other low
vision aids, or consultation by a special education teacher. ELIGIBLE
FOR FEDERAL FUNDING ONLY.
K . Regular Class, Other School in District with Itinerant
Support. Students are served at a
school other than their home school, with direct education services
from a certified staff member. Students do not receive special education
services for more than 20% of the time. ELIGIBLE FOR STATE AND FEDERAL
FUNDING.
L . Regular Class, Other school with Resource Support.
Students are served at a school other
than their home school, in a regular class but receive direct special
education services from a certified staff member for at least 21% but no
more than 60% of the school day. ELIGIBLE FOR STATE AND FEDERAL FUNDING.
R . Regular Class, in Public School out of the District
with Ancillary Services [ARS # 15-769
(D)]. Students are served in a public school out
of their home district, in a regular class for at least 80% of the school
day with either OT, PT, Orientation and Mobility Training, Sign Language
interpretation services or full-time aides for the student to benefit from
the student’s instructional program. ELIGIBLE FOR STATE AND FEDERAL
FUNDING.
S. Regular Class, in Public School out of District
with Supplemental Aids and Services.
Students are served in a public school out of their home district,
in a regular class for at least 80% of the school day with such services
as: adaptive physical education, Braille, large print material and
other low vision aids, or consultation by a special education teacher.
ELIGIBLE FOR FEDERAL FUNDING ONLY.
T. Regular Class, in Public School out of District
with Itinerant Support. Students are served in
a public school out of their home district, with direct special education
services from a certified staff member. Students do not receive special
education services for more than 20% of the time. ELIGIBLE FOR STATE
AND FEDERAL FUNDING.
U. Regular Class, in Public School out of District
with Resource Support. Students are served
in a public school out of their home district, in a regular class but
receive direct special education services from a certified staff member
for at least 21% but no more than 60% of the day. ELIGIBLE FOR STATE
AND FEDERAL FUNDING.
Z Other. For those cases that are not covered
by one of the options for resource. Must contract
ADE/SES consultant (542-4831) before using this code.
1. Home School. Student
receives instruction for all basic subjects from a certified special
education teacher for more than 60% of the school day at the student’s
home school. ELIGIBLE FOR STATE AND FEDERAL FUNDING.
2 Other public school in District. Student
receives instruction for all basic subjects from a
certified special education teacher for more than 60% of the school
day and in a district school other than the student’s home school.
ELIGIBLE FOR STATE AND FEDERAL FUNDING.
3. Special School in District. Student
receives insuction for all basic subjects from a certified
special education teacher in a district school that does not provide
academic instruction to regular education students. ELIGIBLE FOR
STATE AND FEDERAL FUNDING.
4. Public School out of the District.
Student receives instruction for all basic subjects from a
certified special education teacher in a public school in a district
school other than the student’s home district. ELIGIBLE FOR STATE
AND FEDERAL FUNDING.
5. Co-op or County Program. Student
receives instruction from a program operated by the county
that is not included in the other options presented. ELIGIBLE
FOR STATE AND FEDERAL FUNDING.
6. Private School, placed by the District.
Student receives instruction for all basic subjects from a
certified special education teacher in a private special education
school which has been approved by ADE/SES as determined by the IEP team
and the district. ELIGIBLE FOR STATE AND FEDERAL FUNDING.
7. Homebound. Student receives instruction
for all basic subjects from a certified special education
teacher at the student’s home. ELIGIBLE FOR STATE AND FEDERAL
FUNDING.
8. Hospital/Institution. Student receives
instruction for all basic subjects from a certified special
education teacher in a hospital or state institution. ELIGIBLE
FOR STATE AND FEDERAL
FUNDING.
9. Other. For those cases that are not
covered by one of the options for self-contained. Must call
ADE/SES consultant (542-4831) before using this code.
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