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Running head: STUDENT PLACEMENT

Placement Options for Students with Exceptionalities


Dominique Robinson
Grand Canyon University: SPD-510
July 4, 2016

STUDENT PLACEMENT

Universal Design and Approaches Reflections


Students that receive special education services can be placed in a variety of settings,
such as inclusive, self- contained, or a combination of both, in order to best meet their needs
(IDEA, 2004). Although research has been conducted to determine what is best for students that
receive special education services, each case may vary which results in not having a definitive
conclusion on what is best. This paper will discuss the benefits and challenges for students in
self-contained, inclusion, and resource room classroom settings, as well as, how it effects both
the student with and without the exceptionalities.
Although there are intermediate placements, somewhere between full inclusion and in a
self-contained classroom, most students split their time between inclusive and special education
classrooms. For example: a student can spend 35 percent of the time in a special education
classroom, and spend the other 65 percent in a regular education. The percentages vary based on
the students success and the goals placed by the students IEP team. These goals should also
change over time so that the student is making process and meeting their goals as well.
When determining how and whether to place a student into inclusive or self-contain
classes the IEP team must first decide on what is best for the students learning and development.
Students separated from their peers, often find that students perceptions of capability and
competence compromised, which often makes it difficult for the exceptional student to profit
from instruction as well as progress academically in the core classes. When students with
exceptionalities are educated in the same environment as their peers, it is imperative that the
students with mild to moderate disabilities receive an appropriate level of support and services
from their special education teachers so that they can fully access the curriculum. Student
perceptions can also provide important insight into the reason particular placements are or are

STUDENT PLACEMENT

not more engaging. Their feedback and viewpoints can provide educators information to modify
and improve upon existing programs.
There are many strategies that can help support the integration process of the individual
with exceptionalities into their placement options. In order to provide the student with the best
chance to succeed these strategies should be influence by the classroom size, access to education
resources, and the diversity and composition of the students in the diversified classroom. Putting
students in diverse settings helps promote cultural knowledge and interaction between the
students in the classroom. By providing a diverse classroom it also allows students to help one
another based on their strengths and weaknesses. Working on group project helps create
meaningful academic engagement, and this also promotes an environment for positive learning
experiences.
In conclusion students not only do the students with exceptionalities benefit from the
special education services, but their peers also benefit from the services because in some of their
trainings they learn how to cope with behavioral issues, as well as, how to interact with peers in
the classroom setting. It is a challenge to find the adequate amount of time in regular setting and
special education setting so that the student can receive the best education.

STUDENT PLACEMENT

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