Your child's IEP may say they are included for 80% or more of the time in general education. Many parents advocate for that type of placement at IEP meetings.
Getting that 80% box checked on your child's IEP can be a reason for celebration. Especially, if you're a parent of a child with an intellectual disability, or a child with multiple disabilities.
WHY?
Because nation-wide only 17% of students with intellectual disabilities are in general education classes for at least 80% of their day. Only 14% of students with multiple disabilities are included for 80% of their day or more. These percentages have stayed the same since 2014.
(Click here for the 2020 Report to Congress on the Implementation of IDEA. See the chart below for more statistics on time in general ed. classrooms.)
It is a rare occurrence for students to spend at least 80% of their day in general education classes and activities.
But are we celebrating too soon if that box on the IEP says your child will spend at least 80% of the time in general education classes?
We need to look at:
what the data is NOT telling us about the Least Restrictive Environment.
The data is NOT telling us what being in a Least Restrictive Environment (LRE) really looks like. Is the LRE an Inclusion Island? Is your child physically "IN"cluded but actually sitting off to the side, not participating, not engaging in class learning and activities?
How would your child's teacher describe what learning looks like for your child in general education? How would the special education teacher describe what learning and social activities your child is involved in? Are the staff descriptions of inclusive education (LRE) for your child the same or different than what you pictured?
A clear description of the services your child will receive needs to be written in the Statement of Service Delivery section in the IEP. Parents and educators need to have the same picture of what your child's day is going to look like.
It isn't enough to just know the frequency, location, and duration of your child's services and supports. Yet, I bet that is about all many parents know when looking at the Services section of their child's IEP.
And as they say, "Houston, we have a... teaching opportunity".
Read on so you can help friends and educators understand that the IEP must also have a statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable so your child
will:
* advance toward meeting their goals
* be involve in and make progress in the general education curriculum
* participate in extracurricular and other nonacademic activities
* be educated and participate with other children
If this information isn't being discussed and written in your child's IEP, check out the Advocacy Tips below.
