Common use of Least Restrictive Environment Clause in Contracts

Least Restrictive Environment. The Board and the Association acknowledge that least restrictive environment mainstreaming special education students is legally mandated and intended in the best educational interest of the student. For the purpose of this section, such students shall be referred to as students with disabilities A. If any teacher, in writing, advises the administration and reasonably believes that a student with disabilities assigned to the teacher has a current IEPC report that is not meeting the student's unique needs as required by law, the administration shall call an appropriate case study or IEPC meeting which shall include the teacher. B. In general education classrooms: 1. Any teacher who will be providing instructional or other services to a student with disabilities in a regular education class shall be invited to participate in the student's IEPC. If the teacher is not identified prior to the IEPC, a meeting will be convened with the teacher to review the IEPC. Such a meeting will be arranged through consultation with the teacher as soon as possible. 2. The student's IEPC must specify and provide for all specific support, materials and services deemed necessary by the IEPC. The District shall make every reasonable effort to support the receiving teacher with necessary classroom materials. 3. The student with disabilities 's placement should be determined to the extent permissible by law and through the IEPC in such a way to be sensitive to both the educational process for the student with disabilities and the other students in the classroom to be entered. 4. The administration shall provide, upon the teacher's request, prior to such placement whenever possible, awareness information to the affected teacher(s) and students regarding placement of students with disabilities in the class(es). The activities shall be provided to promote a school climate that is receptive to the placement and to maximize the potential of the student with disabilities while minimizing possible areas of concern. Should prior provision of such information not be possible, the information shall be provided as early as can be arranged after the placement has occurred. At the teacher's request, information and/or training will be provided regarding appropriate instructional techniques and behavioral management for dealing with varying physical, mental, and emotional problems of students with disabilities. C. If delivery of related school health services is necessary to provide a student with a free appropriate public education as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a qualified person. Except in life threatening or extenuating circumstances or unless the teacher volunteers, a teacher shall not be required to perform medical, hygienic or other non-instructional specialized medical procedures for or on students with disabilities. Where clean intermittent catheterization, nasal suctioning, tracheotomy care, and similar procedures are necessary to maintain a student in the classroom, for cases of emergency or extenuating circumstance, appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. This training shall include an explanation of procedures and emergency procedures for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. The Board shall indemnify and hold harmless, any teacher who provides such services from liability for the performance of such service to the extent permitted by law provided the teacher's actions were reasonable.

Least Restrictive Environment. The Board and the Association acknowledge that the policy of least restrictive environment mainstreaming special education students is legally mandated and intended in the best educational interest of the student. Accordingly, the parties who would fit legal requirements which would involve the use of an Individual Educational Planning Committee (IEPC) for placement in the regular classroom must be appropriate to the student's unique needs determined by an IEPC on an individual basis. For the purpose of this sectionArticle, such students shall be referred to as students with disabilitiesan "mainstreamed students." A. If any teacher, in writing, advises the administration and reasonably believes a. Any member who has a reasonable basis to believe that a mainstreamed student with disabilities assigned to the teacher that member has a current IEPC report that is not meeting the student's unique needs as required by law, law should promptly notify the administration shall call an appropriate case study or IEPC meeting which shall include the teacheradministration. B. In b. The following conditions shall apply to placement of mainstreamed students in general education classrooms: 1. Any teacher member who will be providing instructional or other services to a student with disabilities mainstreamed students in a regular education class classroom setting shall be invited notified of the IEPC which may initially place (or continue the placement of) the student in a regular education classroom. Members wishing to participate attend the IEPC of any student to whom they provide or will provide services will be accommodated. When involved in such an IEPC, and when it is requested, the student's IEPC. If member/teacher will provide written input to the teacher is not identified prior IEPC (or the Multi-Disciplinary Evaluation Team Report to be presented to the IEPC). At the beginning of each school year, a meeting the regular education teachers will be convened with notified of those students who are mainstreamed into their classroom(s). Meetings, as requested, will convene for the discussion of an individual student’s placement, needs and abilities and to provide for the teacher to review the IEPC. Such a meeting will be arranged through consultation with the teacher as soon as possiblehave input. 2. The student's IEPC must specify and provide for all specific support, materials and services deemed necessary by the IEPC. The District district shall make every reasonable effort to support provide the receiving teacher with necessary classroom materialssupport identified in the IEPC, including aides, materials and other related services. 3. The student with disabilities 's placement should be determined to the extent permissible by law and through the IEPC in such a way to be sensitive to both the educational process for the student with disabilities and the other students in the classroom to be entered. 4. The administration shall provide, upon the teacher's requestif practicable, prior to such placement whenever possibleplacement, in-service training and awareness information to the affected teacher(s) regarding the instruction and behavior management of such mainstreamed students regarding placement of students with disabilities in the class(es)regular education classroom setting, including but not limited to, the differing approaches, problems, and techniques to be utilized with varying physical, mental, emotional, and behavioral conditions as are likely to be faced in the given situation. The activities Such training and information shall be provided at board expense and shall be mutually arranged with the teacher(s) to promote a school climate that is receptive to the placement be involved. If such prior training and to maximize the potential of the student with disabilities while minimizing possible areas of concern. Should prior provision of such information are not be possible, the training and/or information shall will be provided as early as can be arranged after the placement has occurred. At the teacher's request, information and/or training will be provided regarding appropriate instructional techniques and behavioral management for dealing with varying physical, mental, and emotional problems of students with disabilities. C. If delivery of related school health services is necessary to provide a student with a free appropriate public education as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a qualified person. Except in life threatening or extenuating circumstances or unless the teacher volunteers, a teacher shall not be required to perform medical, hygienic or other non-instructional specialized medical procedures for or on students with disabilities. Where clean intermittent catheterization, nasal suctioning, tracheotomy care, and similar procedures are necessary to maintain a student in the classroom, for cases of emergency or extenuating circumstance, appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. This training shall include an explanation of procedures and emergency procedures for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. The Board shall indemnify and hold harmless, any teacher who provides such services from liability for the performance of such service to the extent permitted by law provided the teacher's actions were reasonable.

Least Restrictive Environment. The Board and the Association acknowledge that least restrictive environment environment/mainstreaming special education students Special Education Students is legally mandated and intended in the best educational interest of the student. For the purpose of this section, such students shall be referred to as students with disabilities"Mainstreamed Students". A. If any teacher, in writing, advises the administration Administration and reasonably believes that a student with disabilities Mainstreamed Student assigned to the teacher has a current IEPC report that is not meeting the student's unique needs need as required by lawLaw, the administration Administration shall call an appropriate case study or IEPC meeting which shall include the teacher. B. Recognizing periodic changes in student status and enrollment subsequent to the start of the school year, to the extent possible, the Administration will strive to equalize the placement of Mainstreamed Students. This section will not apply if the teacher volunteers to take additional Mainstreamed Students. In general education classroomssuch situations, the Administration, when possible, will reduce the class size by an equivalent number of students on a one-to-one basis. Such changes shall be made at the next available natural break in the schedule, (such as marking period, semester break, or vacation, etc.) taking into account the needs of all students involved. C. In General Education Classrooms: 1. Any teacher who will be providing instructional or other services to a mainstreamed student with disabilities in a regular education class shall be invited to participate in the student's IEPCIEP meeting. If the that teacher is not identified prior to the IEPCIEP meeting, a meeting will be convened with the teacher to review the IEPCIEP. Such a meeting will be arranged through consultation with the teacher as soon as possible. 2. The student's IEPC must specify and provide for all specific support, materials materials, and services deemed necessary by the IEPCIEP. The District shall make every reasonable effort to support the receiving teacher with necessary classroom materials. 3. The student with disabilities Mainstreamed Student's placement should be determined to the extent permissible by law Law and through the IEPC in such a way to be sensitive to both the educational process for the student with disabilities Mainstreamed Student and the other students in the classroom to be enteredclassroom. 4. The administration Administration shall provide, upon the teacher's request, prior to such placement placement, whenever possible, awareness information to the affected teacher(s) and students regarding placement of students with disabilities Mainstreamed Students in the class(esclass(s). The activities shall be provided to promote a school climate that is receptive to the placement and to maximize the potential of the student with disabilities Mainstreamed Student while minimizing possible areas of concern. Should prior provision of such information not be possible, the information shall be provided as early as can be arranged after the placement has occurred. At the teacher's request, information and/or training will be provided regarding appropriate instructional techniques and behavioral management for dealing with varying physical, mental, and emotional problems of students with disabilitiesMainstreamed Students. C. D. If delivery of related school health services is necessary to provide a student with a free appropriate public education education, as mandated by the Individuals with With Disabilities Education Act, those functions shall be performed by a qualified person. Except in life threatening or extenuating circumstances or unless the teacher volunteers, a teacher shall not be required to perform medical, hygienic hygienic, or other non-instructional specialized medical procedures for or on students with disabilitiesMainstreamed Students. Where clean intermittent catheterization, nasal suctioning, tracheotomy care, and similar procedures are necessary to maintain a student in the classroom, for cases of emergency or extenuating circumstancecircumstances, appropriate training will be provided to each teacher prior to the placement of that special education pupil Special Education Pupil in the teacher's room. This training shall include an explanation of procedures and emergency procedures for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification modification, or termination of the procedures. The Board shall indemnify and hold harmless, any teacher who provides such services from liability for the performance of such service services to the extent permitted by law Law provided the teacher's actions were reasonable.

Least Restrictive Environment. The Board and the Association acknowledge that least restrictive environment mainstreaming special education students is legally mandated and intended in the best educational interest of the student. For the purpose of this section, such students shall be referred to as students with disabilities A. If any teacher, in writing, advises the administration and reasonably believes that a student with disabilities assigned to the teacher has a current IEPC report that is not meeting the student's unique needs as required by law, the administration shall call an appropriate case study or IEPC meeting which shall include the teacher. B. Recognizing periodic changes in student status and enrollment subsequent to the start of the school year, to the extent possible, the administration will strive to equalize the placement of students with disabilities. This section will not apply if the teacher volunteers to take additional students with disabilities. In such situations, the administration when possible will reduce class size by an equivalent number of students on a one-to-one basis. Such changes shall be made at the next available natural break in the schedule, (such as marking period, semester break or vacation, etc.) taking into account the needs of all students involved. C. In general education classrooms: 1. Any teacher who will be providing instructional or other services to a student with disabilities in a regular education class shall be invited to participate in the student's IEPC. If the teacher is not identified prior to the IEPC, a meeting will be convened with the teacher to review the IEPC. Such a meeting will be arranged through consultation with the teacher as soon as possible. 2. The student's IEPC must specify and provide for all specific support, materials and services deemed necessary by the IEPC. The District shall make every reasonable effort to support the receiving teacher with necessary classroom materials. 3. The student with disabilities 's placement should be determined to the extent permissible by law and through the IEPC in such a way to be sensitive to both the educational process for the student with disabilities and the other students in the classroom to be entered. 4. The administration shall provide, upon the teacher's request, prior to such placement whenever possible, awareness information to the affected teacher(s) and students regarding placement of students with disabilities in the class(es). The activities shall be provided to promote a school climate that is receptive to the placement and to maximize the potential of the student with disabilities while minimizing possible areas of concern. Should prior provision of such information not be possible, the information shall be provided as early as can be arranged after the placement has occurred. At the teacher's request, information and/or training will be provided regarding appropriate instructional techniques and behavioral management for dealing with varying physical, mental, and emotional problems of students with disabilities. C. D. If delivery of related school health services is necessary to provide a student with a free appropriate public education as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a qualified person. Except in life threatening or extenuating circumstances or unless the teacher volunteers, a teacher shall not be required to perform medical, hygienic or other non-instructional specialized medical procedures for or on students with disabilities. Where clean intermittent catheterization, nasal suctioning, tracheotomy care, and similar procedures are necessary to maintain a student in the classroom, for cases of emergency or extenuating circumstance, appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. This training shall include an explanation of procedures and emergency procedures for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. The Board shall indemnify and hold harmless, any teacher who provides such services from liability for the performance of such service to the extent permitted by law provided the teacher's actions were reasonable.

Least Restrictive Environment. 1. Eligible student is defined as a student who has been determined to have a qualifying physical, emotional or cognitive disability as determined by a multidisciplinary evaluation team through the IEP process set forth in R.340.1702 of the Revised Administrative Rules for Special Education. 2. Mainstreaming/inclusion is defined as the placement of an eligible student into a regular education class, which includes the skill sets the IEP indicates as an area of need. 3. The Board and the Association parties acknowledge that the policy of least restrictive environment mainstreaming special education students is legally mandated mandated. It is also recognized that the extent to which any eligible student should participate in regular education programs and intended in the best educational interest services involves considerations of the that student. For the purpose of this section, such students shall be referred to as students with disabilities A. If any teacher, in writing, advises the administration and reasonably believes that a student with disabilities assigned to the teacher has a current IEPC report that is not meeting the student's ’s unique needs as required determined by lawthe IEP. Although it is agreed that the eligible student’s participation and right to participate in regular education programs and services cannot be affected by this agreement, the administration shall call an appropriate case study or IEPC meeting which shall include District does agree to consider how the teachereligible student’s placement will affect teachers when determining the eligible student’s placement. B. In 4. Whenever possible, students with special needs (IEPs and 504s with accommodations) will be equally distributed among general education classrooms: 1teachers at a given grade level, by team and/or by department, as the case may be. Any deviation from this provision shall require the mutual agreement of the building principal and all affected teachers. 5. The District shall determine the need for a teacher who will be providing instructional or other services to a an eligible student with disabilities to participate in the IEP, which may initially place (or continue the placement of) the student in a regular education class shall be invited to participate in the student's IEPC. If the teacher is not identified prior to the IEPC, a meeting will be convened with the teacher to review the IEPC. Such a meeting will be arranged through consultation with the teacher as soon as possible. 2. The student's IEPC must specify and provide for all specific support, materials and services deemed necessary by the IEPCclassroom. The District shall make every reasonable effort provide release time if the District directs or authorizes a teacher to support attend an IEP, which is scheduled during the receiving time the teacher with necessary classroom materialsis assigned to teach class. 36. The student with disabilities 's placement should If any teacher has a reasonable basis to believe that an eligible student’s current IEP is not appropriate, that teacher has the right to request that an IEP be determined to the extent permissible by law and through the IEPC in such a way to be sensitive to both the educational process for the student with disabilities and the other students in the classroom to be enteredreconvened. 47. The administration shall provideOn a case-by-case basis, upon the teacher's request, prior to such placement whenever possible, awareness information to the affected teacher(s) District will determine what training and students regarding placement of students with disabilities in the class(es). The activities shall other support should be provided to promote a school climate that is receptive teacher who will be providing instructional or other services to an eligible student. As part of the process for such determination, the district will consult with the affected teacher and consider their wishes and suggestions. 8. The parties agree to meet and confer on the operation of this section and upon formal request of either party; the other party agrees to enter into negotiations on specific issues related to the placement and to maximize the potential implementation of the student with disabilities while minimizing possible areas of concernthis section. 9. Should prior provision of such information not be possible, the information No bargaining unit member shall be provided as early as can be arranged after the placement has occurred. At the teacher's request, information and/or training will be provided regarding appropriate instructional techniques and behavioral management for dealing with varying physical, mental, and emotional problems of students with disabilities. C. If delivery of related required to provide custodial care or school health services is necessary (defined as an act or function constituting the “Practice of Medicine” within the meaning of the Public Health Code [MCL 33.17001]) except in an emergency situation. If a teacher will be providing instructional or other services to provide a student who suffers from a medical condition which is known to potentially require emergency medical care, the teacher or another adult who will be present when the instruction or other services are being provided will be advised of the steps to be taken if an emergency arises related to the student’s medical condition. 10. IF a general education or special education teacher requires assistance with and/or for a free appropriate public special needs student, the teacher will first consult with the building special education as mandated case coordinator. If this does not resolve the problem, the teacher may request a meeting with their principal and the special education case coordinator. The meeting with the principal will be held no later than five (5) school days (unless not feasible) from the date of the meeting. Emergency events will require immediate attention by the Individuals principal. 11. If after consulting with Disabilities Education Act, those functions shall be performed by a qualified person. Except in life threatening or extenuating circumstances or unless the teacher volunteerscase coordinator, a teacher shall still believes that a student’s IEP does not be required to perform medicalmeet that student’s needs, hygienic or other non-instructional specialized medical procedures the teacher may request a staffing meeting which will include the teacher and a building administrator for or on students with disabilities. Where clean intermittent catheterization, nasal suctioning, tracheotomy care, and similar procedures are necessary to maintain a student in the classroom, for cases of emergency or extenuating circumstance, appropriate training will be provided to each teacher prior to the placement of that special education pupil in the teacher's room. This training shall include an explanation of procedures and emergency procedures for delivery reevaluation of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. The Board shall indemnify and hold harmless, any teacher who provides such services from liability for the performance of such service to the extent permitted by law provided the teacher's actions were reasonablestudent’s plan.

Least Restrictive Environment. The Board and the Association acknowledge that least restrictive environment mainstreaming special education students Least Restrictive Environment is legally mandated and intended any “student with disabilities” should participate in regular education programs and services involves consideration of that student’s unique needs as determined by an Individual Education Planning Committee (IEPC). The general education classroom teachers and appropriate special education teachers, with the administration, are jointly responsible for implementation of the IEP and for attending the educational needs of special education students assigned to the teacher’s class. Teachers agree to cooperate in the best educational interest delivery of the student. For the purpose of this section, such students shall be referred to special education and related services as students with disabilitiesthose terms are defined in 34 CFR 300.13. A. If any teachermember, in writing, advises the administration and reasonably believes of a reasonable basis to believe that a student with disabilities assigned to the teacher member has a current IEPC report that is not meeting the student's ’s unique needs as required by law, the teacher shall report such concerns to the administration. The member so advising the administration shall call an appropriate case study or IEPC meeting which shall include be invited to attend the teacherIEPC. B. In The following conditions shall apply to placement of a student with disabilities in general education classrooms: 1. Any teacher member who will be providing instructional or other services to a student with disabilities in a regular education class classroom setting shall be invited invited, and enabled, to participate in the student's IEPCIEPC which may initially place (or continue the placement of) the student in a regular education classroom. If the teacher In instances where it is not identified prior possible to the IEPCidentify in advance of an IEPC general education teachers who ultimately will have students with disabilities assigned to their classroom(s), a meeting meetings will be convened with such general education teachers as soon as possible following the placement of the student(s) to explain the conclusion of the IEPC and to provide for the teacher to review have input into the IEPC. Such a meeting will be arranged through consultation with the teacher as soon as possibleprocess. 2. The student's IEPC must specify and provide for all specific support, materials and services deemed necessary by the IEPC. The District shall make every reasonable effort to support the receiving teacher with necessary classroom materials. 3. The student with disabilities 's placement should be determined to the extent permissible by law and through the IEPC in such a way to be sensitive to both the educational process for the student with disabilities and the other students in the classroom to be entered. 4. The administration shall provide, upon prior to such placement whenever possible, in-service training to the teacher's requestteacher regarding the instruction and behavioral management of such students with disabilities in the regular education classroom setting, including but not limited to, the differing approaches, problems and techniques to be utilized with varying conditions as are likely to be faced in the given situation. Such in-service training shall be at Board expense and shall be mutually arranged with the teacher(s) to be involved. If such prior training is not possible, the training will be provided as early as can be arranged after the placement has occurred 3. The administration shall provide, prior to such placement whenever possible, awareness information to the affected teacher(s) and students members regarding placement of students with disabilities in the class(es). 4. The activities Administration shall provide inclusion rooms that are not comprised of more than fifty percent (50%) special education students when class size is more than twenty (20). Additional sections of the class will be created. 5. Bargaining unit members shall not be required to work in unsafe working conditions. All unsafe working conditions shall be provided to promote a school climate that is receptive reported to the placement and to maximize the potential of the student with disabilities while minimizing possible areas of concern. Should prior provision of such information not be possible, the information shall be provided as early as can be arranged after the placement has occurred. At the teacher's request, information and/or training will be provided regarding appropriate instructional techniques and behavioral management for dealing with varying physical, mental, and emotional problems of students with disabilitiesadministration promptly. C. If delivery of related school health services is necessary to provide a student with a free appropriate public education as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a qualified person. Except in life threatening or extenuating circumstances or unless the teacher volunteerscircumstances, a teacher no member shall not be required to perform medical, hygienic or other non-instructional specialized medical procedures for or on students with disabilities. Where clean intermittent disabilities such as, but not limited to: suctioning, catheterization, nasal suctioningdiapering, tracheotomy careor attending to any personal hygienic or medical need(s) of the student(s). Any suchextenuating circumstances shall be preceded by notification of the Association that such circumstances exist and provide an opportunity for the Association and the teacher(s) who may be affected to meet and discuss the issues involved and how best to meet the needs of the student. In such situations, and similar it is expressly understood that should the teacher agree to provide such procedures are necessary to maintain a student in the classroomor services, for cases of emergency or extenuating circumstance, appropriate training will he/she shall be provided to each teacher prior with training appropriate to the placement situation with all expenses paid by the Board. If an employee decides to opt out of any training offered, their personal decision will not adversely affect placement, evaluation or any other aspect of their employment. It is further agreed that special education pupil in the teacher's room. This training shall include Board will maintain an explanation of procedures Errors and emergency procedures for delivery of the school health serviceOmissions Insurance Policy to cover members, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the procedures. The Board shall indemnify and hold harmless, any teacher who provides such services from liability for the performance of such service (to the extent permitted by law law), whose actions comply with Board policies, and are within the appropriate scope of their normal job duties and responsibilities including duties as provided in this section. The terms of the teacher's actions were reasonableinsurance policy shall be controlling regarding defense or indemnity of Bargaining Unit Members. The insurance policy carried by the Board shall provide policy limits for Two Million Dollars ($2,000,000.00) coverage. The Board does not agree to self-insure for obligations beyond the insurance policy, or in the event of a policy exclusion or limitation. The sole obligation undertaken by the Board shall be limited to payment of premium amount for such coverage, subject to the conditions enumerated in this paragraph.

Least Restrictive Environment. Section 1: The Board and the Association parties acknowledge that the policy of least restrictive environment mainstreaming is legally mandated. It is also recognized that the extent to which any individual student with disabilities may participate in regular education programs and services involves consideration of that student's unique needs as determined by an Individual Educational Planning Team. (IEPT). Section 2: Prior to actual placement of a special education students is legally mandated student within the general education classroom, or as soon as possible thereafter, the general education teacher(s) receiving the student shall confer directly with the appropriate special education staff (i.e. teacher, teacher consultant, therapist, etc.) concerning the student and intended in the best educational interest of plan for integration into the student. For the purpose of this section, such students shall be referred to as students with disabilitiesclassroom. A. Section 3: If any teacher, in writing, advises teacher has a reasonable basis to believe that the administration and reasonably believes that current IEP of a student with disabilities assigned to the teacher has a current IEPC report that is not meeting the student's unique needs as required by law, the administration shall call an appropriate case study or IEPC meeting which shall include the teacherteacher will advise his/her principal of that opinion in writing. B. In general education classrooms: 1. Any teacher who will be providing instructional or other services to a student with disabilities in a regular education class shall be invited to participate in the student's IEPC. If the teacher is not identified prior to the IEPC, a meeting will be convened with the teacher to review the IEPC. Such a meeting will be arranged through consultation with the teacher as soon as possible. 2. The student's IEPC must specify and provide for all specific support, materials and services deemed necessary by the IEPC. The District shall make every reasonable effort to support the receiving teacher with necessary classroom materials. 3. The student with disabilities 's placement should be determined to the extent permissible by law and through the IEPC in such a way to be sensitive to both the educational process for the student with disabilities and the other students in the classroom to be entered. Section 4. The administration shall provide, upon the teacher's request, prior to such placement whenever possible, awareness information to the affected teacher(s) and students regarding placement of students with disabilities in the class(es). The activities shall be provided to promote a school climate that is receptive to the placement and to maximize the potential of the student with disabilities while minimizing possible areas of concern. Should prior provision of such information not be possible, the information shall be provided as early as can be arranged after the placement has occurred. At the teacher's request, information and/or training will be provided regarding appropriate instructional techniques and behavioral management for dealing with varying physical, mental, and emotional problems of students with disabilities. C. : If delivery of related school health services is necessary to provide a student with a free appropriate public education as mandated by the Individuals with Disabilities Education Act, those functions shall be performed by a qualified person. Except in life threatening or extenuating circumstances or unless properly trained individual. Section 5: If the student's disability requires the teacher volunteersto receive training to provide for the student's unique needs, a this training will be offered to the teacher shall not be required prior to perform medical, hygienic or other non-instructional specialized medical procedures for or on students with disabilities. Where clean intermittent catheterization, nasal suctioning, tracheotomy care, and similar procedures are necessary to maintain a placement of the student in the classroomregular education classroom or within thirty (30) working days. Further, for cases in situations where the teacher is assigned to a new/incoming student, there shall be a pre-conference meeting between the teacher, the Director of emergency or extenuating circumstanceInstruction, appropriate training will be provided to each teacher and building principal immediately prior to the placement of that special education pupil the student. Section 6: Any teacher who will be providing instructional or other services to a student with disabilities will be invited to participate in the teacherstudent's room. This training shall include an explanation of procedures and emergency procedures for delivery of the school health service, identification of the appropriate persons to whom performance of that function may be permissibly delegated, the extent and availability of supervision for performance of the procedures and the authority for alteration, modification or termination of the proceduresIEPT. The Board shall indemnify provide release time in the event the district directs or authorizes a teacher to attend an IEPT, which is scheduled during a time the teacher is assigned to teach a class. Section 7: If a teacher will be providing instructional or other services to an LRE student, the teacher will be advised of steps to be taken in the event an emergency arises related to the student's medical condition. A teacher will not be required to provide services normally provided by trained medical personnel to LRE students on a regular basis. Section 8: On a case-by-case basis, the Superintendent will determine what training and hold harmless, any other support should be provided to a teacher who provides such will be providing instructional or other services from liability for to an LRE student. Section 9: When a general education classroom teacher is assigned an LRE student, the performance teacher shall not be expected to perform routine, scheduled maintenance of such service a medical appliance or apparatus used by the student to sustain his/her bodily function nor render routine, scheduled care or maintenance of exceptional bodily functions related to the extent permitted by law provided the teacherstudent's actions were reasonableimpaired condition.