DOCSLIB.ORG

Michigan Speech Language Guidelines

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Michigan Speech Language Guidelines Michigan Speech-Language Guidelines: Suggestions for Eligibility, Service Delivery, and Exit Criteria Revised. Michigan Speech-Language–Hearing Association Public School Committee December, 2006 Edited by Maureen Staskowski, Ph.D., CCC-SLP Consultant for Speech and Language Impaired Macomb Intermediate School District To duplicate materials---------------------------------------------------------------------------------------------- You may duplicate these materials with the inclusion of the following credit statement: Permission to use this material granted December 2006 from The Michigan Speech-Language Hearing Association. To reference materials, please use----------------------------------------------------------------------------- Michigan Speech-Language Hearing Association. (2006). Michigan Speech-Language Guidelines: Suggestions for Eligibility, Service Delivery, and Exit Criteria Revised. Lansing, MI: Author. Thank You to the many professionals and their school districts responsible for this document With Special thanks to Dr. Lizbeth Stevens Keisha Nolan Karen Graham Terry Lange-Winkel Kendall Giovannini Lana Budde Jan McCosky Tina Kunarski Yvonne Belleman Andrea Phillips Heather Webber Belinda Andrews Gail Elliott Arlene Millman Deborah Beeler Kelly Falter Stephanie Nagy Georgia Boyle Laura Griffith Nickola W. Nelson Michele Bridges Marybeth Grosfield Kimberly Renshaw Robin Brighton Katy Hime Sue Rosko, Darlene Broome Anne Howard Susan Swarz Kathleen Bungart Cathryn Kelenske Megan Shuboy Beth Burkhard Yeary Ilene Klegon Sally Shumway Mary Lee Campbell Mary Ann Knittel Susan Smith Laurie Capoferi Jill Konwinski Gail Speiwak Sheila Carrier-Woods Dr. Alicia Li Maureen Spryshak Angela Ciraulo Judy Lytwynec Gail Sterling Joan Cortright Dara Ludeus Carol Washchuk Gail Curi Lynn Marshall Katy West Candy Cuttner Shirley Matuszewski Alesia Williams Susan Dilgard Mary McAuliffe Jane Witkop Amy Dinno Carrie McCarter-Barnes Johanna Bauer Sandra Ponzetti Yvette Hyter Kelly Cosguff Colin Macpherson Annett Lauria Diane Shovan Elizabeth Semple, Marianne Fish Julie Angeli Eileen Presnell Deanna DeVlaminck Ray Mandell Susan Hardin Karen Sabuda Kathleen Juhl Lisa Boike Nancy Garan Katie Flannery Mary Towler Lee Timer Thank you to many others who contributed in some way. Special Thanks to Macomb Intermediate School District and the local districts in Macomb County for supporting this project, as well as many other districts across the state for support in writing and reviewing this document. December, 2006 Michigan Guidelines for Speech-Language Services Table of Contents Table of Contents Forward School Practice & Professionalism & Ethics P-1 Workload Approach to Caseload WC-1 Culturally and Linguistically Diverse – Introduction CLD I-1 Speech and Language Impaired (SLI) as a Primary Disability Eligibility Guidelines SLI-1 Language L-1 . Language Services for Adolescents AL-1 . Language Services for Preschool-age Students PL-1 . Language Services for Infants/Toddlers LI -1 . Considerations for Culturally and Linguistically Diverse- Language CLD L-1 Articulation A-1 . Considerations for Culturally and Linguistically Diverse- Articulation CLD A-1 Fluency F-1 Voice V-1 Speech and Language as a Related Service (Decision-making for Students with other Primary Impairments) Guidelines SLRS-1 Autism Spectrum ASD ASD-1 Cognitively Impaired CI CI-1 Early Childhood Developmental Disorder ECDD ECDD-1 Emotionally Impaired EI EI-1 Hearing Impaired HI HI-1 Learning Disabled, LD LD-1 Otherwise Health Impaired OHI OHI-1 Physically Impaired PI PI-1 Severely Multiply impaired SXI SXI-1 Traumatically Brain Injured TBI TBI-1 Visually Impaired VI VI-1 Special Issues Assistive Technology AT-1 Auditory Processing Disorders APD-1 Feeding and Swallowing FS-1 Selective Mutism SM-1 12/2006 Michigan Speech-Language Guidelines: Suggestions for Eligibility, Service Delivery, and Exit Criteria Revised Forward This document is a revision of guidelines originally developed by the Michigan Speech- Language-Hearing Association, Public School Committee (MSHA, PSC) in 1992. An addendum was added in 1995 related to standards for service delivery. Since then, the reauthorization of IDEA in 1997 and in 2004, as well as the passing of NCLB (reauthorization of ESEA) has had a significant impact on service delivery in the schools. In addition, there have been changes in population, such as increased numbers of children in Michigan schools for whom English is a second language and changes in practice, such as increased understanding of speech-language pathologists’ (SLPs’) roles and responsibilities related to reading and writing. In some cases there has been both a change in population and professional practice. For example, there are more children in school who are medically fragile and have difficulties with feeding and swallowing and there is increased understanding of SLPs’ roles related to feeding and swallowing in the schools. This revision includes additional information related to the delivery of speech and language as a related service to each of the disability areas. Finally, guidelines related to special issues that are frequently encountered, or those for which SLPs frequently ask for guidance, are included in the last section of the document including: assistive technology, auditory processing, and selective mutism. This document is intended to serve as a resource to SLPs and administrators, as local practices are established. It is hoped that this document facilitates discussion. SLPs must follow the procedures and policies in their district. This document is not intended to supersede district policy, but rather to inform. We are most grateful to all of the individuals who participated in the development of this document and to the school districts that supported its development. We hope that it is a valuable resource. Comments or questions may be directed to the MSHA Public School Committee, in care of the Vice President for Public schools at [email protected] Maureen Staskowski, Ph.D., CCC-SLP Consultant, Speech-Language Impaired Macomb Intermediate School District 12/2006 Professionalism Michigan Speech-Language Guidelines SCHOOL PRACTICE AND PROFESSIONALISM The practice of speech-language pathology within schools is shaped by numerous factors including the needs of the children served, the requirements of the employer or job, the law as it relates to such services and the individuals who need them, the culture of the school(s), and the professionalism of the SLP who applies his/her skills in addressing these factors. Professionalism defined is “the qualities or typical features of a profession or of professionals, especially competence, skill, etc. (Pocket Oxford American Dictionary of Current English, 2003).” According the American Speech-Language-Hearing Association Code of Ethics (ASHA, 2003) “the goal of the profession of speech-language pathology and its members is provision of the highest quality treatment and other services consistent with the fundamental right of those served to participate in decisions that affect their lives.” Accordingly, SLPs practicing in schools who are members of the ASHA and/or MSHA seek to uphold these standards as described within their respective codes of ethics. (See Appendix for Codes of Ethics). Such codes provide professionals with a compass for navigating through the myriad of decisions they must make in order to practice competently. While professionals are legally bound by rules of law (and in the case of school practice, the rules of both federal legislation such as No Child Left Behind and the reauthorized Individuals with Disabilities Education Improvement Act of 2004 as well as state rules and codes) ethical codes are suggested ways of acting which are enforced by the particular organizations which have enacted them. Members voluntarily subscribe to upholding them as members of the organizations. At times such ethical principles are congruent with existing rules of law; in such cases violations of the code of ethics may also constitute breaking the law. The burden and benefit of professionalism is borne by individuals who strive to maintain a code that ensures a standard of conduct that is thought to be shared by all who seek to be called a speech-language pathologist. The code of ethics is the overarching umbrella that covers all of the particular and specifically articulated/outlined directions, which are seen in the scope of practice and preferred practice patterns. The four main principles of the ASHA Code of ethics follow: Principle of Ethics I Individuals shall honor their responsibility to hold paramount the welfare of persons they serve professionally. Principle of Ethics II Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence. Principle of Ethics III Individuals shall honor their responsibility to the public by promoting public understanding of the professions, by supporting the development of services designed to fulfill the unmet needs of the public, and by providing accurate information in all communications involving any aspect of the profession. 12/2006 P-1 Professionalism Michigan Speech-Language Guidelines Principle of Ethics IV Individuals shall honor their responsibilities to the professions and their relationships with colleagues, students, and members of allied professions. Individuals shall uphold the dignity and autonomy of the professions, maintain harmonious interprofessional and intraprofessional relationships
Load more

Recommended publications
  • Technical Assistance Paper
    State Board of Education Pam StewartStewart Commissioner of of Education Education Marva Johnson, Chair John R. Padget, Vice Chair Members Gary Chartrand Tom Grady Rebecca Fishman Lipsey Michael Olenick Andy Tuck DPS: 2016-13 Date: January 15, 2016 Technical Assistance Paper Least Restrictive Environment Considerations Related to Individual Educational Plans Summary: This technical assistance paper (TAP) updates previous technical assistance provided to school districts regarding the provision of services for students with disabilities in the least restrictive environment (LRE). Individual educational plan (IEP) teams must adhere to all legal requirements related to placement in the LRE. This TAP will in addition address other considerations that must be addressed when determining the most appropriate placement for a student with a disability. It will also address issues related to service delivery and scheduling methods for students with disabilities. Contact: Jessica Brattain Program Specialist Irgssu ed by the [email protected] 850-245-0475Florida Department of Education Status: X Revises and replacesDivision existing Technical of Public Assistance Schools Paper: 10744Bureau (FY 2000- of Exceptional5): Least Restrictive Education Environment and Student Considerations Services Related to Individual Educationalhttp://www.fldoe.org/ese Plans Issued by the Florida Department of Education Division of Public Schools Bureau of Exceptional Education and Student Services http://www.fldoe.org/ese www.fldoe.org 325 W. Gaines Street | Tallahassee, FL 32399-0400 | 850-245-0505 Table of Contents A. Individuals with Disabilities Education Act (IDEA) Requirements for Least Restrictive Environment (LRE) ........................................................................................... 1 A-1. What does IDEA require related to LRE? .....................................................................1 A-2. What are supplementary aids and services? ...................................................................1 A-3.
    [Show full text]
  • IAC Ch 15, P.1 282—15.2(272) Specific Requirements. for Each Of
    IAC Ch 15, p.1 282—15.2(272) Specific requirements. For each of the following teaching endorsements in special education, the applicant must have completed 24 semester hours in special education. 15.2(1) to 15.2(5) Rescinded IAB 7/20/05, effective 8/24/05. 15.2(6) Deaf or hard of hearing. a. Option 1. This endorsement authorizes instruction in programs serving students with hearing loss from birth to age 21 (and to a maximum allowable age in accordance with Iowa Code section 256B.8). An applicant for this option must complete the following requirements and must have completed an approved program in teaching the deaf or hard of hearing from a recognized Iowa or non-Iowa institution and must hold a regular education endorsement. See rules 282—14.140(272) and 282—14.141(272). (1) Foundations of special education. The philosophical, historical and legal bases for special education, including the definitions and etiologies of individuals with disabilities, and including individuals from culturally and linguistically diverse backgrounds. (2) Characteristics of learners. Preparation which includes various etiologies of hearing loss, an overview of current trends in educational programming for students with hearing loss and educational alternatives and related services, and the importance of the multidisciplinary team in providing more appropriate educational programming from birth to age 21. Preparation in the social, emotional and behavioral characteristics of individuals with hearing loss, including the impact of such characteristics on classroom learning. Knowledge of the anatomy and physiology of the hearing mechanism and knowledge of the development of secondary senses when hearing is impaired, effect of hearing loss on learning experiences, psychological aspects of hearing loss, and effects of medications on the hearing system.
    [Show full text]
  • 1. a Student with a Disability Attends Only Math Class with Students Without Disabilities
    __________ 1. A student with a disability attends only math class with students without disabilities. This is an example of: a. Inclusion b. Mainstreaming c. Reintegration d. All of the above __________ 2. What statement best describes “inclusion?” a. A philosophy that brings together diverse families, educators, and institutions to increase belongingness in schools b. A mandate for all students that is supported by special education law c. A system that promotes academic success by grouping students with disabilities in special classrooms d. A program developed by special education teachers designed to improve their working conditions __________ 3. Mainstreaming and inclusion are similar in that both: a. Require students to earn their way into general education b. Mean full-time placement in general education c. Share common goals d. All of the above __________ 4. The Least Restrictive Environment concept: a. Means all students must be placed in general education b. Prevents students from being placed in segregated settings c. Prefers that students attend school as close as possible to their homes d. None of the above __________ 5. Which of the following is not a principle of inclusion? a. All learners have equal access b. All learners are treated the same c. Individual strengths and challenges and diversity d. Community and collaboration __________ 6. Which of the following sequences is consistent with the continuum of educational services from most to least restrictive educational placements for students? a. Full-time special class, special school, residential school b. Full-time special class, part-time special class, general education class with assistance c.
    [Show full text]
  • Service Delivery Challenges, Solutions, Options
    SERVICE DELIVERY CHALLENGES, SOLUTIONS, OPTIONS GEORGIA SPEECH-LANGUAGE-HEARING ASSOCIATION FEBRUARY 6, 2016 Jean Blosser, CCC-SLP, Ed.D Creative Strategies for Special Education [email protected] – 443-255-5854 www.CSSEconsult.com DISCLOSURES • Financial Financial compensation from GSHA for this presentation Royalties from Plural Publishing and Cengage Publishers President & Education Consultant, Creative Strategies for Special Education. • Non-financial Member, ASHA Committee on Honors Blosser 2 SERVICE DELIVERY IN SCHOOLS Blosser 3 WHAT ARE YOUR OBJECTIVES TODAY? Are you challenged by your complex and diverse workload and caseload? Have you heard about a range of service delivery models but are unsure of how or when to implement them in your program? Do you have questions about dosage for services? Blosser 4 LEARNER OUTCOMES As a result of this course, participants will be able to……………………….. 1. Describe a range of service delivery options and important aspects to consider. 2. Match students with the most appropriate service delivery to meet their needs. 3. Explain service delivery options to parents and teachers for foster buy-in and engagement. 4. Achieve positive outcomes as a result of appropriate services. Blosser 5 AGENDA I. Introduce the topic of service delivery in school-based settings and goals for the session II. Discuss challenges SLPs experience with implementing a range of service delivery options III. Describe a menu of service delivery options IV. Provide tips for matching students with the appropriate dosage and service delivery model V. Recommend strategies and tools for explaining models and options to parents and teachers and getting their buy-in and engagement VI.
    [Show full text]
  • Instructional Assistant - Resource Room
    INSTRUCTIONAL ASSISTANT - RESOURCE ROOM Classification: Instructional Assistant – Resource Room Location: Assigned Department Reports to: District Administrator FLSA Status: Non-Exempt Bargaining Unit: OSEA This is a standard position description to be used for instructional assistant positions with similar duties, responsibilities, classification and compensation. Instructional assistants assigned to the position description may or may not perform all of the essential functions indicated in this position description. This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change. Part I: Position Summary: The incumbent performs a variety of instructional and/or support duties to assist the school and teachers in instruction, supervision, and education of students with special needs (medical and/or disability) in regular education classroom settings (inclusion), one-on-one, as well as Resource Room pullout. Part II: Supervision and Controls over the Work: Instructional assistants work under the day-to-day direction of the staff member(s) supported, and under the special education teacher assigned responsibility for learning support in a resource room. Teachers and/or educational staff associates provide specific directions and oversight for supervision and/or instructional support for individual students. Instructional Assistants (Resource Room) are responsible for being familiar with the school/district policies and procedures which govern their work, for following the teacher’s direction, and for adhering to the individual student plan. Part III: Major Duties and Responsibilities (depending on specific assignment): 1. Works collaboratively by assisting teachers and specialists in assessment, academic and instructional support, student interactions, enforcing safe behaviors, and enhancing social growth of students in the school setting.
    [Show full text]
  • Special Education Program Descriptions 2016-17
    Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions of the special education programs and services in the Bethlehem Central School District. These descriptions were developed based on the learner characteristics of the students. This allows the district to integrate appropriate supports, professional development, assistive technology and parent supports with each program or type of service. These program descriptions are consistent with the Special Education Principles that were developed in 2004 and form the basis of all of our program planning and services. Bethlehem Central School District Special Education Program Principles . We provide special education services that meet the individual needs of the child, are developmentally appropriate and strength-based. These services are planned in collaboration with all the child-serving systems involved in the child's life and are provided in a supportive learning environment. We recognize that the child’s family is the primary support system for the child and participates in all stages of the decision-making and planning process. We recognize and respect the behavior, ideas, attitudes, values, beliefs, customs, language, rituals, ceremonies and practices characteristic of the child's and family's ethnic group. We will bring special education expertise to the student in the general education learning environment to the greatest extent possible. All instructional staff (administrators, general education teachers, special education teachers, and paraprofessional staff) is supported in developing the knowledge, skills, and attitudes to design learning environments and instruction to meet the needs of diverse learners, including those with significant disabilities.
    [Show full text]
  • NCSD Counseling Handbook
    NCSD Counseling Handbook NCSD Counselor Handbook 6.26.18 1 Table of Contents Section Page Number Introduction .................................................................................................................................................... 4 NCSD Counseling Vision/Mission .................................................................................................................... 5 NCSD Counseling Beliefs/Philosophy .............................................................................................................. 6 NCSD Program Goals, Curriculum, and Sample Action Plans .......................................................................... 6 Benefits of a School Counseling Program ........................................................................................................ 7 Counselor List .................................................................................................................................................. 9 Counselor Confidentiality .............................................................................................................................. 11 Definitions of Policy, Procedure, Practice ..................................................................................................... 11 Legal Issues for Counseling ............................................................................................................................ 12 NCSD Guidance and Counseling Program Overview (2008-2009) ................................................................
    [Show full text]
  • Mozilla's Shumway Pushes Flash to Off-Ramp (2012, June 7) Retrieved 25 September 2021 From
    Mozilla's Shumway pushes Flash to off- ramp 7 June 2012, by Nancy Owano hope is that it will work well enough to enable a smooth transition where Flash development stays alive for a few more years if Flash fades as a standard browser plug-in. "Shumway is community-driven and supported by Mozilla," says the project statement. "Integration with Firefox is a possibility if the experiment proves successful." If Shumway does become part of Firefox, Mozilla will enjoy Flash compatibility as standard without having to collaborate with Adobe. Shumway is described as a "clean" solution in that it sidesteps any security issues in the Flash player; there is no Adobe code being run in order to render the (Phys.org) -- Mozilla's experimental project on content. GitHub, a hosting service for development projects, is taking on a happy buzz where developers look Developers have had to put up with a series of at a future that may not include Adobe Flash. The reports and fixes of vulnerability exploits stemming project, called Shumway, is designed to try to from outdated versions of Adobe Flash Player. interpret SWF (Flash files) using browser-standard Flash is nonetheless pervasive; most online video technologies such as HTML5 and JavaScript. Said content uses Flash, which continues to be a key one anonymous Slashdot writer-reflecting general part of browsing; the Web browser plug-in is still developer response-- "All I can say is please and popular and is with all the grousing a principal thank you!" The Shumway project replaces Flash addition for desktop browsing.
    [Show full text]
  • Least Restrictive Environment (LRE)
    Question and Answer Document A collaborative project of the Texas Education Agency and the Statewide Progress in the General Curriculum Network Least Restrictive Environment (LRE) . www.texaspgc.net Revised 2017 The Least Restrictive Environment (LRE): Question & Answer Document Copyright Notice These materials are copyrighted © by and are the property of Education Service Center, Region 20 and the Texas Education Agency and cannot be used without the express written permission of TEA, except under the following conditions: 1. Texas public school districts, charter schools, and education service centers can copy materials for district and school educational use. 2. Residents of the state of Texas can copy materials for personal use. Do not alter or make partial copies of web content. Do not charge for the reproduced materials or any document containing them except to cover the cost of reproduction and distribution. If you are in Texas but are not an employee of a Texas public school district or charter school, you must get written approval from ESC-20 to copy materials and enter into a license agreement that may involve paying a licensing fee or a royalty fee. For more information, email [email protected]. ©Texas Education Agency/Education Service Center, Region 20 Revised March 2017 2 The Least Restrictive Environment (LRE): Question & Answer Document Table of Contents Introduction ....................................................................................................................... 5 Questions and Answers .................................................................................................... 6 Section 1 - General LRE Requirements and Terminology ................................................ 6 1.1 What are the least restrictive environment (LRE) requirements of Part B of the IDEA 2004? .................................................................................................................. 6 1.2 How often is LRE a consideration for student placement? .....................................
    [Show full text]
  • A Parent's Guide: Special Education in New York State for Children Ages
    Special Education in New York State for Children Ages 3–21 A Parent’s Guide The University of the State of New York The State Education Department Vocational and Educational Services for Individuals with Disabilities Albany, New York 12234 May 2002 THE STATE EDUCATION DEPARTMENT/THE UNIVERSITY OF THE STATE OF NEW YORK/ALBANY, NY 12234 DEPUTY COMMISSIONER FOR VOCATIONAL AND EDUCATIONAL SERVICES FOR INDIVIDUALS WITH DISABILITIES Tel. (518) 474-2714 Fax (5180 474-8802 Dear Parents and Families: Parents and family members are critical partners, along with school district personnel, in the education of their children. Parents provide essential information to teachers and administrators, play an important role in deci­ sions made about their children and can be a key to supporting high expectations for their children during their school years. The New York State Board of Regents and the State Education Department have set high goals for educa­ tional programs and services for students with disabilities in New York. Among them are: • All students will meet high standards for academic performance and personal behavior and demon­ strate the knowledge and skills required by a dynamic world. • All educational institutions will meet Regents high performance standards. • The public will be served by qualified, ethical professionals who remain current with best practice in their fields and reflect the diversity of New York State. • Education, information and cultural resources will be available and accessible to all people. The Office of Vocational and Educational Services for Individuals with Disabilities (VESID) strategic plan is driven by a vision that is based on the belief that individuals with disabilities, given high expectations, opportunities and support when necessary, will live successful adult lives.
    [Show full text]
  • Optimization Coaching for Javascript
    Optimization Coaching for JavaScript Vincent St-Amour1 and Shu-yu Guo2 1 PLT @ Northeastern University Boston, Massachusetts, USA [email protected] 2 Mozilla Research San Francisco, California, USA [email protected] Abstract The performance of dynamic object-oriented programming languages such as JavaScript depends heavily on highly optimizing just-in-time compilers. Such compilers, like all compilers, can silently fall back to generating conservative, low-performance code during optimization. As a result, pro- grammers may inadvertently cause performance issues on users’ systems by making seemingly inoffensive changes to programs. This paper shows how to solve the problem of silent opti- mization failures. It specifically explains how to create a so-called optimization coach for an object-oriented just-in-time-compiled programming language. The development and evaluation build on the SpiderMonkey JavaScript engine, but the results should generalize to a variety of similar platforms. 1998 ACM Subject Classification D.2.3 [Software Engineering]: Coding Tools and Techniques; D.3.4 [Programming Languages]: Processors—Compilers Keywords and phrases Optimization Coaching, JavaScript, Performance Tools Digital Object Identifier 10.4230/LIPIcs.ECOOP.2015.999 1 Optimization Coaching for the Modern World An optimization coach [22] opens a dialog between optimizing compilers and programmers. It thus allows the latter to take full advantage of the optimization process. Specifically, coaches provide programmers with actionable recommendations of changes to their programs to trigger additional optimizations. Notably, the changes may not preserve the semantics of the program. Our experiences with a prototype optimization coach for Racket show promising results. This prototype exploits Racket’s [9] simple ahead-of-time byte-compiler,1 which performs basic optimizations.
    [Show full text]
  • Least Restrictive Environment (LRE) Information Brief
    Information Brief U Least Restrictive Environment (LRE) Note: The information included in this document presumes a broad understanding of such basic concepts as individual education programs (IEPs), IEP teams, and instructional accommodations, among others. Readers who require a primer on these topics will find many informative resources on the IRIS Center’s Website, https://iris.peabody.vanderbilt.edu/ Introduction to LRE Least restrictive environment (LRE) is a guiding principle in FYI the Individuals with Disabilities Education Act (IDEA). LRE IDEA is the law guaranteeing students plays a critical role in determining not only where a student with disabilities the right to a free will spend her time in school but also how special education services will be provided. Specifically, the LRE requirement appropriate public education (FAPE) within IDEA necessitates that: that meets their individual needs. • Students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate • Students should not be removed from the general education classroom unless learning cannot be achieved even with the use of supplementary aids and services LRE is determined on a case-by-case basis during the development of a student’s individualized education program (IEP). During this process, the IEP team—a multidisciplinary group of professionals and the student’s parents—discuss what individualized program of instruction and related services (also referred to as services and supports) the student requires
    [Show full text]