Support for Regular Educational Personnel. The parties recognize the extent to which a special education eligible student can participate in regular education programs and services and whether such participation can be achieved satisfactorily will depend in large part upon implementation of the IEP and upon the training and other support provided the regular education personnel responsible for instructing the student.
Support for Regular Educational Personnel. The parties recognize the extent to which a handicapped student can participate in regular education programs and services and whether such participation can be achieved satisfactorily will depend in large part upon the training and other support provided the regular education personnel responsible for instructing the handicapped student.
Support for Regular Educational Personnel. The parties recognize the extent to which a handicapped student can participate in regular education programs and services and whether such participation can be achieved satisfactorily will depend in large part upon the training and other support provided the regular education personnel responsible for instructing the handicapped student. Accordingly, in order to assure that the handicapped student will be allowed to participate in regular education programs and services to the maximum extent appropriate, no bargaining unit member teaching a regular education class shall be required to accept a handicapped student within the class unless:
1. The student's IEPC specifies and provides for immediate availability of all supplementary aids, support personnel and other related services deemed necessary by the teacher to satisfactorily achieve educating the student in the regular education class;
2. The Board has previously provided in-service training to the teacher regarding the instruction and behavioral management of handicapped students in the regular education classroom setting, including the differing approaches, problems and techniques to be utilized with varying handicapping conditions;
3. If the teacher has cause to believe that the handicapped student's participation in the regular education class significantly disrupts or has a negative impact on the educational process for the handicapped student or other students in the class, the teacher may invoke the review process outlined in Part 4 of this section.
