LEAST RESTRICTIVE ENVIRONMENT/DUAL ENROLLMENT Sample Clauses

The Least Restrictive Environment/Dual Enrollment clause ensures that students with disabilities are educated alongside their non-disabled peers to the greatest extent appropriate, while also allowing for participation in both special education and general education settings. In practice, this means that a student may receive specialized instruction or services in certain subjects but attend regular classes for others, or split their time between a special education program and a mainstream classroom. The core function of this clause is to promote inclusion and flexibility, ensuring that students receive the support they need without unnecessary segregation, thereby fostering equal educational opportunities.
LEAST RESTRICTIVE ENVIRONMENT/DUAL ENROLLMENT. CONTRACTOR and ▇▇▇ shall follow all LEA policies and procedures that support Least Restrictive Environment (“LRE”) options and/or dual enrollment options if available and appropriate, for students to have access to the general curriculum and to be educated with their nondisabled peers to the maximum extent appropriate. CONTRACTOR and ▇▇▇ shall ensure that LRE placement options are addressed at all IEP team meetings regarding students for whom ISAs have been or may be executed. This shall include IEP team consideration of supplementary aids and services, goals and objectives necessary for placement in the LRE and necessary to enable students to transition to less restrictive settings. When an IEP team has determined that a student should be transitioned into the public school setting, CONTRACTOR shall assist the LEA in implementing the IEP team’s recommended activities to support the transition.
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LEAST RESTRICTIVE ENVIRONMENT/DUAL ENROLLMENT a) CONTRACTOR and ▇▇▇ shall follow all LEA policies and procedures that support Least Restrictive Environment (“LRE”) placement options and/or Dual Enrollment options for students to have access to the general curriculum and to be educated with their nondisabled peers to the maximum extent appropriate. b) CONTRACTOR and ▇▇▇ shall ensure that LRE placement options are addressed at all IEP/IFSP team meetings regarding students for whom ISAs have been or may be executed. This shall include IEP/IFSP team consideration of supplementary aids and services, goals and objectives necessary for placement in the LRE and that may be necessary to enable students to transition to less restrictive settings. The District has the responsibility to determine the offer of FAPE in the Least Restrictive Environment. c) When an IEP/IFSP team has determined that an LEA student should be transitioned into the public school setting, CONTRACTOR shall assist the LEA in implementing the IEP/IFSP team’s recommendations to support the transition.
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LEAST RESTRICTIVE ENVIRONMENT/DUAL ENROLLMENT. ‌ a) CONTRACTOR and ▇▇▇ shall follow all LEA policies and procedures that support Least Restrictive Environment (“LRE”) placement options and/or Dual Enrollment options for students to have access to the general curriculum and to be educated with their nondisabled peers to the maximum extent appropriate.
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LEAST RESTRICTIVE ENVIRONMENT/DUAL ENROLLMENT. CONTRACTOR and Shasta SELPA/District of Residence shall follow all Shasta SELPA/District of Residence policies and procedures that support Least Restrictive Environment (“LRE”) options and/or dual enrollment options if available and appropriate, for students to have access to the general curriculum and to be educated with their nondisabled peers to the maximum extent appropriate. CONTRACTOR and Shasta SELPA/District of Residence shall ensure that LRE placement options are addressed at all IEP team meetings regarding students for whom ISAs have been or may be executed. This shall include IEP team consideration of supplementary aids and services, goals and objectives necessary for placement in the LRE and necessary to enable students to transition to less restrictive settings. When an IEP team has determined that a student should be transitioned into the public school setting, CONTRACTOR shall assist the Shasta SELPA/District of Residence in implementing the IEP team’s recommendations activities to support the transition.
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Related to LEAST RESTRICTIVE ENVIRONMENT/DUAL ENROLLMENT

  • Least Restrictive Environment The Board and the Association acknowledge that the policy of least restrictive environment is legally mandated and intended in the best educational interest of the student. Accordingly, the parties who would fit legal requirements which would involve the use of an Individual Educational Planning Committee (IEPC) for placement in the regular classroom must be appropriate to the student's unique needs determined by an IEPC on an individual basis. For the purpose of this Article, such students shall be referred to an "mainstreamed students." a. Any member who has a reasonable basis to believe that a mainstreamed student assigned to that member has a current IEPC report that is not meeting the student's unique needs as required by law should promptly notify the administration. b. The following conditions shall apply to placement of mainstreamed students in general education classrooms: 1. Any member who will be providing instructional or other services to mainstreamed students in a regular education classroom setting shall be notified of the IEPC which may initially place (or continue the placement of) the student in a regular education classroom. Members wishing to attend the IEPC of any student to whom they provide or will provide services will be accommodated. When involved in such an IEPC, and when it is requested, the member/teacher will provide written input to the IEPC (or the Multi-Disciplinary Evaluation Team Report to be presented to the IEPC). At the beginning of each school year, the regular education teachers will be notified of those students who are mainstreamed into their classroom(s). Meetings, as requested, will convene for the discussion of an individual student’s placement, needs and abilities and to provide for the teacher to have input. 2. The district shall make every reasonable effort to provide the receiving teacher with necessary support identified in the IEPC, including aides, materials and other related services. 3. The administration shall provide, if practicable, prior to such placement, in-service training and awareness information to the teacher(s) regarding the instruction and behavior management of such mainstreamed students in the regular education classroom setting, including but not limited to, the differing approaches, problems, and techniques to be utilized with varying physical, mental, emotional, and behavioral conditions as are likely to be faced in the given situation. Such training and information shall be provided at board expense and shall be mutually arranged with the teacher(s) to be involved. If such prior training and information are not possible, the training and/or information will be provided as early as can be arranged after placement has occurred.

  • NON-SEXIST ENVIRONMENT 1. A non-sexist environment is defined as that in which there is no discrimination against females or males by portraying them in gender stereotyped roles or by omitting their contributions. 2. The employer does not condone and will not tolerate any written or verbal expression of sexism. In September of each school year the employer and the local shall jointly notify administrative officers and staff, in writing, of their commitment to a non-sexist environment. 3. The employer and the local shall promote a non-sexist environment through the development, integration, and implementation of non-sexist educational programs, activities, and learning resources for both staff and students.