Directional Statement. While the parties acknowledge the policy of Least Restrictive Environment (LRE) is legally mandated, they also recognize the extent to which any individual handicapped student should participate in regular education programs and services must be appropriate to that student’s unique needs determined by an Individual Educational Planning Committee (IEPC) on an individual basis. Further, the parties recognize that whether any handicapped student’s participation in regular education programming can be achieved satisfactorily will depend upon the multiplicity of factors including, most notably, proper planning and coordination of the student’s regular and special education programming, appropriate supportive assistance to regular education personnel (e.g., training regarding the teaching/ training of the handicapped student in the regular education classroom, access to consultive special education personnel and provisions for support personnel) and the reasonableness of the demands placed upon regular education classroom personnel (and the non‐ handicapped students in those regular education classrooms).
Directional Statement. While the parties acknowledge the policy of Least Restrictive Environment (LRE) is legally mandated, they also recognize the extent to which any individual student eligible under IDEA should participate in regular education programs and services must be appropriate to that student's unique needs determined by an Individual Educational Planning Committee (IEPC). The Board and Association acknowledge that least restrictive environment mainstreaming of special education students is legally mandated and intended in the best educational interest of the student. Prior to the actual placement of a main streamed student within the classroom, the administration shall whenever possible provide awareness information to the affected teacher to help promote a school climate that is receptive to the placement and to maximize the potential of the mainstreamed student while minimizing possible areas of concern. The Board agrees to provide, when mutually agreed upon, information and/or training for the regular education teacher who the child has been assigned to regarding appropriate instructional techniques and behavioral management for dealing with varying physical, mental and emotional problems of the mainstreamed students. The parties agree to coordinate the planning and programs of Special and General Education for students eligible for services under IDEA to best meet the needs of the child, including training to meet the needs of the students assigned. It is further acknowledged and recognized that the general education classroom teachers and the appropriate special education teachers are jointly responsible for implementation of the Individualized Education Plan (IEP) and for attending to the educational needs of special education students assigned to the general education teacher's class.
Directional Statement. While the parties acknowledge the policy of Least Restrictive Environment is legally mandated, they also recognize the extent to which any individual handicapped student should participate in regular education programs and services must be appropriate to that student's unique needs determined by an individual educational planning committee (IEPC) on an individual basis.
