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Understanding Alternate Placements in Special Education: A Guide for Parents and Educators

Understanding Alternate Placements in Special Education: A Guide for Parents and Educators

When it comes to special education, understanding the concept of alternate placement is crucial for both parents and educators. This blog will help demystify what alternate placement means and why it might be the best option for some students.

What is an Alternate Placement?

Alternate placement refers to a classroom setting that may not align directly with a student's primary disability category. This decision is made by an Individualized Education Program (IEP) team based on assessments and the student's IEP goals. The aim is to place students in the least restrictive environment (LRE) while addressing all their educational needs.

Key Elements of Alternate Placement

Who Might Need an Alternate Placement?

Students with low incidence disability categories—such as hearing impairments, vision impairments, and severe orthopedic impairments—may require an alternate placement if they also have a secondary disability. In such cases, the IEP team may decide that addressing the secondary disability in a different setting is more appropriate.

Legal Framework and Compliance

According to Sec. 300.115 of the Individuals with Disabilities Education Act (IDEA), schools must provide a continuum of alternative placements. This ensures that each student's unique needs are met in the most suitable educational environment. In California, the CalSAAS system helps identify and determine the appropriateness of alternate placements.

504 Plan vs. IEP

If a student is designated with a primary disability and has an IEP but only requires related services (like physical therapy), a 504 plan might be more appropriate. This is because a 504 plan can provide accommodations without the need for specialized instruction.

Conclusion

Understanding alternate placements can help parents and educators make informed decisions that best support the educational needs of students with disabilities. For more information, please follow this link.

Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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