Assessment Results and LRE Continuum ( follow the guided)

 Guided Response: Review the posts of your classmates and that of your instructor.  Respond to at least two peers by comparing your placement decisions based on the unique background created.  Be sure to endorse, question, or refute your peer’s placement decision, compared with your LRE decision with supporting evidence from the literature.  You are encouraged to provide additional resources that will assist with your explanation. 

Hector Montoya

Based off the information gathered and the time spent with Henry I believe that the least restrictive environment Henry should be placed is level III. Henry should be placed in an environment where he is in the general classroom for the majority of the day, but will attend special education resource room for the areas in which he needs help in. According to Henley, Ramsey, and Algozzine (2009) for every research conducted how a student gain so much more from being a general classroom, there is a research conducted about how a student benefits more from being in a special education resource room. So I have taken this into consideration and have based my choice on these observations. We know that he excels in P.E. and art, and we know that he excels in computer lab, he even helps children with navigating the internet. So I do not want to have him pulled out for those subjects. On the other hand we observed that Henry does struggle with reading and participating in activities where he might have to volunteer. So I believe it best if have him pulled out of class for those subjects so that he could get more one on one help. Henley et. al. stats smaller classes, tutoring and other services increased the chances the student would succeed in general classes. My hope is that by him getting that one on one help in reading he could improve his social skills, and make some friends.

Reference

Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities. Upper Saddle River, N.J: Pearson  

Vivian Ybarra

According to the Law the best place for Henry would be Least Restrictive Environment. Students with disabilities must be educated in the least restrictive environment. This means that students with disabilities should be educated to the maximum extent feasible with students without disabilities. Students with disabilities receive special education in a variety of settings. Some are enrolled full time in general education classes and receive only indirect services from special education personnel. Some students with mild disabilities are pulled out of their general education classes daily to go to resource rooms for special education services. Still others are enrolled in self-contained special education classes but, to the maximum extent possible, attend general education classes for part of the school day for certain kinds of instruction. For example, a student might be enrolled in a special class but attend a general education class for instruction in math, music, art, or physical education. Figure 1.2 lists key provisions of IDEA. In addition to IDEA, other significant federal legislation promotes the rights and services for individuals with disabilities. The mandate for a free, appropriate public education for adults with disabilities also is paralleled in the Vocational Rehabilitation Act of 1973 (P.L. 93–112). Section 504 of this act made it illegal for institutions or organizations that receive federal funds to discriminate against citizens with disabilities.

Reference
Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities. Upper Saddle River, N.J: Pearson