CAMBRIDGE CUSD 227

Special education law requires that students with IEPs be placed to the maximum extent appropriate with children who are not disabled. This means including students with IEPs into general classrooms, the least restrictive environment, as much as possible. The IEP team, which includes parents, bases placement decisions on the best ways to meet the identified needs of a student. The percentage of time spent in general classrooms will vary according to the needs of individual students, who may require supplemental services to achieve their learning goals.

This graph shows the percentage of students with IEPs whose educational environment was classified into one of four settings for students age 6 to 21:

• 80% or more of time in a general classroom with their non-disabled peers

• 40-79% of time in a general classroom

• Less than 40% of time in a general classroom

• In a separate facility

For pre-school students age 3-5 with IEPs, educational environments are classified in five ways:

• Receives the majority of special education services inside an early childhood program

• Enrolled in a regular early childhood program but the majority of special education services outside the early childhood program

• Enrolled in special education class or facility

• At home

• In the care of a service provider

• Guide for Parents of Students with Disabilities (ISBE)

• Least Restrictive Environment (ISBE)

• Special Education Programs (ISBE)

• Information for Parents and Guardians (ISBE)

• Special Education Disability Areas (ISBE)

• My Child’s Special Needs (U.S. Department of Education)