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Continuum of Services
This area deals with all extracurricular and basic services that students without disabilities receive and how to make sure that students with disabilities are receiving them as well. Students with disabilities should be able to maintain the ordiry flow with all others in the school, and daily school schedule.
Genral Education Classroom
Special Classroom
Special School
Institution
1. The educational benefits of the general education classroom with supplementary aids and services as compared with the educational benefits of the special classroom.
2. The nonacademic benefits of interaction with students without disabilities.
3. The effect of the student's presence on the teacher and on other students in the classroom.
4. The cost of mainstreaming.
1. Can education in the general education classroom with supplementary services be achieved satisfactorily.
2. If a student is placed in a more restrictive setting, is the student integrated to the maximum extent appropriate.
Mainstreaming is not required when:
1. A student with a disability would not receive educational benefit from mainstreaming in a general education class.
2. Any marginal benefit from mainstreaming would be significantly outweighed by benefits that could feasibly be obtained only in a separate instructional setting.
3. The student is a disruptive force in the general education classroom.
Yell, M. (2016). The law and special education (Fourth ed.). Upper Saddle River, N.J.: Merrill.
Students with disabilities should have the opportunity to go to the school that they would go to if they did not have a disability.
Communication such as sign language, communication boards, voice-output communication, etc.
1. Can the educational services that make a segregated placement superior be feasibly provided in an unsegregated setting?
Before pulling a student from the general education class it is important to first try supplementary aids and services to try to accommodate the student in the general curriculum first.
It is important that we first try to find a school that is close to the students home. This is the school that the child would attend if they did not have a disability.
2. If so, the placement in the segregated setting is inappropriate.