Common use of Assignment of Special Education Students Clause in Contracts

Assignment of Special Education Students. When IEP identified students are assigned to general education classes, it will be done in an equitable manner, with special consideration for the nature and extent of the disability, so that no single general education teacher’s class is impacted with a greater number of said students when there are other alternative assignments that could be made. In the spring of each year, students will be equitably placed among the general education teachers at each school for the following year. This understanding does not preclude a building team from adopting an inclusion delivery model, including blended/transition classrooms, where IEP students are centrally assigned and resources allocated. The team shall include all staff directly impacted by the decision.

Assignment of Special Education Students. When IEP identified students are assigned to general education classes, it will be done in an equitable manner, with special consideration for the nature and extent of the disability, so that no single general education teacher’s class is impacted with a greater number of said students when there are other alternative assignments that could be made. In the spring Spring of each year, students will be equitably placed among the general education teachers at each school for the following year. This understanding does not preclude a building team from adopting an inclusion delivery model, including blended/transition classrooms, where IEP students are centrally assigned and resources allocated. The team shall include all staff directly impacted by the decision.

Assignment of Special Education Students. When IEP identified students are assigned to general education classes, it will be done in an equitable manner, with special consideration for the nature and extent of the disability, so that no single general education teacher’s teacher‘s class is impacted with a greater number of said students when there are other alternative assignments that could be made. In the spring of each year, students will be equitably placed among the general education teachers at each school for the following year. This understanding does not preclude a building team from adopting an inclusion delivery model, including blended/transition classrooms, where IEP students are centrally assigned and resources allocated. The team shall include all staff directly impacted by the decision.