Common use of SPECIAL STUDENT PROGRAM Clause in Contracts

SPECIAL STUDENT PROGRAM. A. The parties recognize that children with qualified disabilities may require specialized classroom experiences in accordance with the requirements of Federal and State law for providing a Free and Appropriate Public Education (FAPE) in a Least Restrictive Environment (LRE). Special attention will be given to reducing class size where students are placed in the regular classroom. B. The parties, accordingly, will cooperate to increase the psychological testing program and to correlate their activities with the regular classroom activities of the teachers so as to better meet the needs of special education students. C. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual student with a disability should participate in regular education programs and services involves considerations of that student's unique needs as determined by an Individualized Educational Program Team (IEP Team). Although the special education student's participation and right to participate in regular education programs and services cannot be affected by this Agreement, the District will consider how the special education student's placement will affect teachers when determining that student's placement. D. The District shall determine the need for a teacher who will be providing instructional or other services to a special education student to participate in the IEP Team meeting which may initially place (or continue the placement of) the student in a regular education classroom. The District shall provide release time if the District directs or authorizes a teacher to attend an IEP Team meeting which is scheduled during a time the teacher is assigned to teach a class. E. If any teacher has a reasonable basis to believe that a student's current Individualized Education Program (IEP) is not meeting the student's unique needs as required by law, the teacher will advise his/her principal in writing. F. On a case-by-case basis, the District will determine what training and other support should be provided to a teacher who will be providing instructional or other services to a special education student.

SPECIAL STUDENT PROGRAM. A. The parties recognize that the children with qualified disabilities having special physical, mental and emotional problems may require specialized classroom experiences in accordance with the requirements expectations of Federal and State law for providing a Free and Appropriate Public Education (FAPE) in a Least Restrictive Environment (LRE). Special attention will be given to reducing class size where students are placed in the regular classroom. B. The parties, accordingly, will cooperate to increase the psychological testing program and to correlate their activities with the regular classroom activities of the teachers so as to better meet the needs of special education studentsstudents in the community. C. The parties acknowledge that the policy of least restrictive environment is legally mandated. It is also recognized that the extent to which any individual handicapped student with a disability should participate in regular education programs and services involves considerations of that student's unique needs as determined by an Individualized Individual Educational Program Team Planning Committee (IEP TeamIEPC). Although it is agreed that the special education handicapped student's participation and right to participate in regular education programs and services cannot be affected by this Agreementagreement, the District will does agree to consider how the special education handicapped student's placement will affect teachers when determining that the handicapped student's placement. D. The District shall determine the need for a teacher who will be providing instructional or other services to a special education handicapped student to participate in the IEP Team meeting IEPC which may initially place (or continue the placement of) the student in a regular education classroom. The District shall provide release time if in the event the District directs or authorizes a teacher to attend an IEP Team meeting IEPC which is scheduled during a time the teacher is assigned to teach a class. E. If any teacher has a reasonable basis to believe that a handicapped student's current Individualized Education Program individual educational plan (IEP) is not meeting the student's unique needs as required by law, the teacher will advise his/her principal in writing. F. On a case-by-case basis, the District will determine what training and other support should be provided to a teacher who will be providing instructional or other services to a special education handicapped student.