The Board recognizes the important link for students between education in an integrated environment and participation in the community as an adult. The Board supports education of all exceptional students in the "least restrictive environment" (LRE). LRE facilitates maximum student progress and individual growth through a flexible program which may vary over time. LRE addresses individual student needs as identified by teachers and other professional staff, parents/guardians, and students. The Board further recognizes that quality education includes an understanding and appreciation of similarities and differences among people. This may best be promoted through providing placement options which have a positive effect on both exceptional and regular education students.

Procedures will ensure that segregation of exceptional students shall occur only if the nature or severity of the exceptionality is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. A continuum of alternative placements will be maintained consistent with F.A.C. 6A-6.0311.

The appropriate placement for the student will be determined by the Individual Educational Plan (IEP) Team, after eligibility for an exceptional student education program has been established. The IEP Team will give initial consideration to placement options in the regular education setting, with subsequent consideration to more restrictive placement options as needed. Placement options will be considered and explained fully to the parent or guardian and, when appropriate, to the individual student. Placement with age-appropriate, nondisabled peers will be provided whenever appropriate. Placement decisions are based on the individual instructional needs of the student as reflected in the student's IEP. Appropriate placement will be as near as possible to the exceptional student's home-zoned school.

The Board will provide a full continuum of placement options for the provision of instruction to exceptional students which include at least the following:

Educational programs serving exceptional students will include varied instructional strategies, methodologies, and positive reinforcement to promote student achievement and increase student self-esteem.

Modification of procedures, materials, and the physical environment will be made at chronologically, age-appropriate levels to promote student independence.

Available resources, personnel, and related services to implement the least restrictive environment will be provided.

When appropriate, instructional programs will include, but not be limited to, an academic curriculum and a critical life skills curriculum incorporating the four (4) domains (domestic, community, recreation/leisure, and vocational education). The curriculum may be implemented through a community-based instructional model.

In providing for the education of exceptional students, the Superintendent, principals, and teachers will utilize the regular school facilities and adapt them to the needs of exceptional students whenever appropriate.

New construction or remodeling will provide for placement of exceptional education classrooms close to or integrated with the regular education classrooms in accordance with Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) and the Americans with Disabilities Act (42 U.S.C. 12101).

For further information on appropriate placement, instruction, curriculum, and facilities refer to the District's current policies and procedures for the provision of specially designed instruction and related services.

Opportunities for in-service education on least restrictive environment and working with mainstreamed/integrated exceptional students will be provided for Board members, District staff, school administrators, teachers, school staff, parents/guardians, students, and the community. This in-service will be designed to promote a better understanding of the special education process and exceptional students.

An IEP will be developed annually for the student between school staff and parents/guardians (including the student when appropriate). The IEP will be reviewed/revised at least annually to facilitate student progress.

Administrators, teachers, other professional staff, parents/guardians, students, and associated agencies will work cooperatively to provide each student with the services designated on the IEP and with a smooth transition to services at the next level and to adult services. This collaborative effort will begin from initial identification of an exceptional student and continue through all school levels and graduation into the community. The aim of this effort is to prepare exceptional students for integrated and/or supported adult life.

Mediation between Board representatives and parents/guardians will be encouraged before proceeding to due process.

F.S. 1003.57
20 U.S.C. 1400 et seq.
29 U.S.C. 794, Section 504 of the Rehabilitation Act of 1973
42 U.S.C. 12101, Americans with Disabilities Act

Adopted 7/17/07