Key Points Chapter 5

A Principal’s Guide to Special Education

David F. Batemen and C. Fred Bateman

 

It is important for principals to remember their role at the IEP meeting when making placement decisions for students who have been determined to be eligible for special education services, including when and how those decision are made.  Understanding that Least Restrictive Environment and Inclusion are not synonymous is paramount in placement decisions. The following are a few key points from David and Fred Bateman's book for principals regarding placement. If you are following the book, please take the time to review these key quotes from Chapter 5. 

Chapter 5: What Does a Principal Need to Know About Placement?

P. 90 Federal Law

“The Law intends the degree of inclusion for an individual student with special education needs be determined at least annually; be based on the IEP of the child.”

“This does not mean that every child with a disability has to be included in the general education classroom all the time.”

“Continuum is an important term to keep in mind when discussing inclusion.

“The important point is the need for inclusion of students with disabilities in all aspects of the school, both academic and non-academic settings, while still meeting the individual needs of all students.”

P. 93

Take a look at p. 93, Oberti v. Board of Education (1993) guiding standards for considering LRE. Think about these points as IEP teams make decisions.