Special Education: Parent Information Regarding Placement

Placement In Special Education: The decision about where the student should receive services is called educational placement. The IEP team, determines the educational placement and services for the student. This is called “placement.” Decisions are made at least once a year at the IEP meeting and are based on the student’s individual needs. The IEP team presumes that the first placement option considered for each child with a disability is the general education classroom in the school that the child would attend if he/she did not have a disability. The team must also consider what extra supports the student needs that will allow the child to be successful in his or her educational placement.

While the vast majority of our students receive services in their home school, if a student's needs cannot be met with support at his/her home school the educational team will determine an appropriate, least restrictive service delivery option that best addresses his/her current needs. If students have sufficient need for a self-contained and intensive setting, specialized classrooms are available in specific buildings across the district. District 205 is currently a participating member of the School Association for Special Education in DuPage County (SASED), as well, that provides services for children with low-incidence disabilities.  This membership agreement ensures the provision of a continuum of services for students with hearing, vision, and physical disabilities.

If the IEP team decides that a general education class on a full-time basis is not the most appropriate setting for the student, then they can consider other options like resource rooms, special classes, special schools, or home/hospital instruction. Free appropriate public education (FAPE) includes three general areas: general education, nonacademic activities and extracurricular activities.

General Education: The student receives specially designed instruction with supplementary aids and services in the general education classroom. This could include, but not be limited to, modifications to the regular curriculum, co-teaching (general education teacher and special education teacher team teaching in the same classroom), special education training for the general education teacher, computer assisted devices, physical arrangements of the classroom, peer supports, related services provided in the general education setting, grading modifications, and/or additional adult assistance.

Resource: The student receives specially designed instruction through a special education class for less than half of the school day. The student is included, to the maximum extent appropriate, in general education classes.

Self-contained Setting: The student receives specially designed instruction through a special education class for the majority of the school day. The student is included, with support (using some of the above methods) in those parts of general education classes when appropriate.

Separate Day School (Special Day School): The student receives specially designed instruction in a special school. The student is included in those parts of general education classes that are appropriate.