Special Education Operating Guidelines
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- Accessible Instructional Materials
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- Referral Process and Initial Evaluations
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- Section 504 and Americans with Disabilities Act
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- SPP Data Collection
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- Transition Policies and Procedures
- Translation and Interpretation
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- Universal Design for Learning (UDL)
- Visual Impairment
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Resource
What's Required
Each public agency must ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily in accordance with 34 CFR § 300.114.
Instructional arrangements/settings shall be based on the individual needs and IEPs of eligible students receiving special education services.
What We Do
Resource
Specially designed instruction and related services are sometimes provided to a student with a disability in a setting other than the general education classroom. A setting outside of the general education classroom may be utilized when it is necessary to meet the individual needs of the student with a disability due to the need for extensive modification of the presentation of materials, methods of response of the student, setting, accommodations and/or the timing and scheduling of the materials.
Decisions to place a student in a resource setting are based on the individual needs of the student, as determined by the student's IEP. A student receiving this level of support will generally receive some instruction in special education resource and some instruction in the general education classroom with modifications and/or accommodations.
