Pub. 1 2011-2012 Issue 2

26 OUTSIDE Charter Schools and LRE: By Deanna Taylor, Director of Educational Support Services | City Academy Thinking the Box C harter schools face many challenges in special education, including placing a student in their Least Restrictive Envi- ronment (LRE). While charter schools often lack access to some of the resources available to their larger district counterparts, we also have the abil- ity to be more creative and “think outside the box,” particularly since LRE is not a “one size fits all” approach to educating students with dis- abilities. The student’s Individualized Education Plan (IEP) team should consider these placement alternatives: • Instruction in regular classes (via Direct or Indirect Services) • Special classes • Special schools • Home instruction • Instruction in hospitals and institutions Thinking outside the box when considering a student’s LRE: Instruction Co-teaching is a practice that can prove quite effective in the general education classroom in a variety of models, including special education teachers, general education teachers, and well- trained paraprofessionals working together to deliver services in the general education setting. Supplemental support and interventions can be provided for students deemed to need such support beyond the core subjects. Careful planning and systematic implementation is imperative to the success of this support, which can be delivered in a variety of ways, including: 1.Additional support class/lab 2.One-on-one tutoring sessions 3. Peer tutoring 4. Peer buddy system (See “Inclusion and Peer Buddies: Mak- ing the Exception the Norm,” Deanna Taylor, 2010, http:// essentialeducator.org/?p=404) Technology The continued development of technology presents viable op- tions that can enhance learning for IEP students 1.Assistive technology can be considered by the IEP team in any number of areas, including handwriting, communica- tion, organization, mobility, seating/position, etc. 2. Instruction in accredited online courses provides another technology option when considering a student’s LRE. If online courses are chosen, licensed teachers would provide the content and syllabus while Learning Coaches would provide the support to the student. 3.Adaptive software can be used during additional study, support classes or at home to target and support individual student progress. Collaboration Some charter schools may consider contracting with other charter schools or larger school districts to provide an environment that best meets the student’s needs. When considering the unique needs of students with disabilities, the IEP team must consider all options to provide the best Free Appropriate Public Education (FAPE) in the student’s LRE. A collaborative and creative approach, involving all stakeholders – students, teachers, administrators, parents, related service providers and others – is necessary to determine the best environment for students. With appropriate supports, high quality instruction, and data driven decision-making, students will move forward in their educational career alongside their non-disabled peers. Deanna Taylor is the Director of Educational Support Services at City Academy. She serves as the Charter School Representative Member on the Utah CSPD Consortium for Special Education Board, is a Co-Coorindator of the Charter School Special Education Directors group, and is currently in a Masters Degree Program at Utah State University in Special Education with a focus on Transition. City Academy Director Dr. Sonia Woodbury Leah Voorhies (Special Education Compliance Coordinator, Utah State Office of Education) and Amy Trombetti (Special Education Consultant) contributed to this article. More information at Deanna’s website: http://my.uen.org/myuen/48778