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Policy Manual

2460.01 - Least Restrictive Environment

It is the philosophy and position of the Superintendent and the Board that the primary responsibility for the administration and delivery of special education programs and services should be within the District and at the school a student would regularly attend, as deemed appropriate and documented on the student's Individual Education Plan (IEP).

Further, the Board endorses a commitment to the provision of a continuum of special education programs and services to disabled students within the District.

Placement options shall follow a continuum of services model to ensure that each disabled person is provided a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). To that end, every attempt will be made to first serve disabled students in the context of a regular education classroom. Other more restrictive environments such as resource rooms, self-contained categorical classrooms, or settings outside of a District school will be considered only when there is educational justification for separate services as determined by the IEP Team.

The District's Exceptional Procedures followed in this regard are in alignment with the Individuals with Disabilities Education Act (IDEA).

20 U.S.C. 1400 et seq.

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