What might the IEP team consider as the next least restrictive placement for a student with escalating behavior issues?

What might the IEP team consider as the next least restrictive placement for a student with escalating behavior issues?

• A. A full-time ESE classroom
• B. A part-time general education classroom
• C. A part-time ESE classroom
• D. A behavior intervention program

Answer: (C)

The IEP (Individualized Education Program) team typically considers a range of placements when addressing the needs of a student with escalating behavior issues. A part-time ESE (Exceptional Student Education) classroom is often regarded as the next least restrictive placement because it allows for specialized support while still providing some access to the general education environment. In a part-time ESE classroom, the student can receive targeted interventions and behavioral support specifically designed to address their needs, while still having opportunities to engage with their peers in a general education classroom setting. This approach not only caters to the student’s specific educational requirements but also encourages social integration, which can be critical for their development. When considering the most appropriate placement, the team aims to balance the need for supportive interventions with the desire for inclusion in the least restrictive environment possible. A part-time ESE classroom serves this dual purpose effectively, catering to both educational and behavioral needs while fostering a sense of belonging and community among peers.

The IEP (Individualized Education Program) team typically considers a range of placements when addressing the needs of a student with escalating behavior issues. A part-time ESE (Exceptional Student Education) classroom is often regarded as the next least restrictive placement because it allows for specialized support while still providing some access to the general education environment.

In a part-time ESE classroom, the student can receive targeted interventions and behavioral support specifically designed to address their needs, while still having opportunities to engage with their peers in a general education classroom setting. This approach not only caters to the student’s specific educational requirements but also encourages social integration, which can be critical for their development.

When considering the most appropriate placement, the team aims to balance the need for supportive interventions with the desire for inclusion in the least restrictive environment possible. A part-time ESE classroom serves this dual purpose effectively, catering to both educational and behavioral needs while fostering a sense of belonging and community among peers.