You may also like Classroom Behavior Strategies


Week 3 Discussion

The evaluation results showed that Henry has a specific learning disability (dyslexia) affecting his academic progress, particularly in reading and comprehension areas. Therefore, I would recommend the evaluation and IEP team to consider a general education placement for this student. Henry should receive instruction in the general education classroom with support from a special education teacher. In this setting, the general education teacher would provide instruction with modification and accommodations as needed (Marx et al., 2014). At the same time, the special education teacher would offer consultation and collaborate with the general education teacher to plan and provide instruction that meets Henry’s individual needs (individualized instruction) to Henry based on his needs. This would comprise the supplementary aids and services.

For instance, during reading and compression exercises, the special education teacher should work with Henry to make sure that he understands. Other related services include extra-time to take tasks and assignments, slower-paced instruction, and allowing breaks (McLeskey et al., 2017). Such support will influence Henry to become more engaged in the classroom and benefit from education. Besides, the rationale for Henry’s general education placement is that it will ensure the school adheres to the IDEA 2004 provisions and principle of the less restrictive environment (LRE). It will ensure Henry is educated to the maximum extent appropriate because he would attain the same education benefit as his peers.

The student can also be successful with special education and related services in this context, with accommodations and modifications. The Crockett (2014) stated that placing disabled children in general education classrooms with supplementary aids and services can positively influence their academic achievement. Finally, the general education placement will foster success because it will enable Henry to actively get the necessary support from the special education teacher to participate in classroom instruction activities (Marx et al., 2014). For instance, by working with the special education teacher, Henry’s reading and comprehension skills will improve.


Crockett, J. B. (2014). Reflections on the concept of the least restrictive environment in special education. In Special education past, present, and future: Perspectives from the field. Emerald Group Publishing Limited.

Marx, T. A., Hart, J. L., Nelson, L., Love, J., Baxter, C. M., Gartin, B., & Schaefer Whitby, P. J. (2014). Guiding IEP teams on meeting the least restrictive environment mandate. Intervention in School and Clinic50(1), 45-50.

McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for all students. Pearson.

More to read: WEEK 4 DISCUSSION 3

Last Updated on August 31, 2020

Don`t copy text!
Scroll to Top