The Continuum of Alternative Placements

The Continuum of Alternative Placements

Describe And Explain The Continuum Of Alternative Placements. Why Did Congress Include The Continuum In The IDEA?

The continuum of alternative placements is the entire spectrum of placements where a learner’s special education program can be executed. Self-contained classrooms, regular classrooms, hospital settings, and special schools are all possibilities for alternative placements. Therefore, the spectrum portrays a range of possible areas wherein a learner’s special education programs may be evaluated and implemented. According to the laws of IDEA, every school district is liable for ensuring that a continuum of alternative placement is manageable to accomplish the requirements of children with disabilities who need special education and other associated services (Yell et al., 2013). Different sites should be considered, and they should be offered if provisions for additional assistance are required. For the advantage of choosing the most applicable Least Restrictive Environment (LRE) for every learner, the continuum is projected to offer school officials a variety of alternatives from which to pick.

A least Restrictive Environment means that learners must have significant access to the same age groups without disabilities when applicable (Yell et al., 2013). Institutions must consider offering necessary services in the general education classroom and other integrated environments. Therefore, the inclusion of the continuum in the IDEA was an acknowledgment by Congress for particular children, especially special or children with disability, so that their general education classroom background would be appropriate for their learning (Yell et al., 2013). This was to give appropriate education placements in less restrained environments. Generally, the continuum of placements presumes that learners with disabilities need optional placements to study in a way that concurs with their potential. As a result, Congress included the continuum to the IDEA so that specific kids learning in a general classroom would get appropriate education and thrive like other learners.

Reference

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. Boston, MA: Pearson.

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The Continuum of Alternative Placements

Describe and explain the continuum of alternative placements. Why did Congress include the continuum in the IDEA?