Alternate Assignment for Field Experience 4

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Disability

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************ ************* ** activities ** an equal ***** **** ****** **** impairments ***** ****** ** ****** ************ physical ** ******* One *** ** **** **** * disability ** it *** develop ***** ** in **** ******* This paper **** ***** ** *** ********** services ******* at ******* Independent ****** ******** *** ***** restrictive *********** *** **** *** *** **** is determined *** *** placement ** **** ********** *** paper will **** ******* *** ************ *** serviced ** *** district *** *** ****** why *** ***** they *** ******** ******* *********** ****** ******** ** located in the

***** ** Texas ** *** * ******* ********* ******* for students with ************ ** ********* **** *** Individuals **** ************ ********* *** ** 2004 **** statute ********* ******* ********* ********** ** the ***** *** *** is ** ensure that ******** **** ************ are **** ***** ** opportunity ** ****** public ********* ***** ******** *** **** ***** ** ********* obligates all ******* ** ***** for ******** with ************ ** * ******* ********* ******* that ***** ***** ********** ***** The federal *** establishes * ********* to ** followed when *********** ******* a ***** ***** special ********* * child **** **** a ********** ***** requires them to access special ********* ********* to *** *** ** must ** ****** that the ***** has *** ** more ***** ** ************ it *** listed *** **** ********* ****** ********** ****** ************** and ********** ********** ***** ****** As such the ******* *** offers *** ********* disability ******** ** its ******** as * *** of ******* ** *** **** ************ ******** in the district ****** ********** **

the ***** ********** ***** *** *******

*********** ****** district *** put ******** **** **** *** students **** **** ************ ****** ********** ***** be ***** ** ******* ********* **** * ***** is born **** ** ******** ** they **** **** a ******* has ****** *** eligibility **** on ******* **** ******* ******* ********* ** *** ******* ** visual impairment they *** assigned ** a particular ****** **** ************ ***** ***** *** ****** ******** *** ********* ********* ******** to handle ******** **** ****** disabilities **** ***** students ****** skills **** ** use the ******* ******* *** ******** materials large ****** *** ********* technology (Killeen *********** School District ***** ******** the Killeen ******** ****** ******** ** ***** **** **********

in speech ** ******** ** ****** ****** *** language ******* ** ***** students who ***** *** ********** **** are found ** have ********** ********* in ***** ****** or *** ** *** ******** (Killeen *********** ****** District 2016) As * fact *** school *** employed certified speech *** ******** ************ to ******* therapy to this ******** ** ********* Thirdly *** ****** ******** ** **** committed ** offering services

** ******** **** ******* *********** The ******* ********* ********** *** ******** **** ******* ********* ******** to *** Regional *** ****** *** the Deaf ***** ***** ******** *** placed to **** them *** ****** assistance ******* Consulting Group ***** ****** *** ******* ******** *** ******** with ************ ************ ******** ****

**** ************ ************ *** ****** ***** * ******* ********* ******* *** ******* *********** ****** ******** ******* Olympics ******* *********** ******** ** children **** ****** ************ and ***** closely ******* ************* disabilities like ****** The ******* is ** ******* ***** ******** ******* *** and demonstration of ****** ****** ******* ********** ***** 2013) *** training ******** *** ******** **** to ******* ******** ****** *** ********** ****** ** *** ******** **** *** ****** ********* ***** *** ******** **** ******** ******** ** ******** **** ********** *********** ***

*************** ***** ********* ************ ** **** effect ** *** ** ****** ******* for ******** below three ***** *** **** **** ********** **** ******* ************ ******* ********** ***** ****** On another note ******* ****** district **** not ******* ******** ** ******

mental *** intellectual disorders *** severe cases *** ***** **** ** ****** health facilities ***** psychiatrists *** ********* ******** * ******* ***** *** ******* ****** ****** ********** ** ***** ***** ***** children *** ** ******* For ******* *** Austin state hospital *** **** ****** *** ***** provide ********* **************** psychiatric ******** *** ***** **** severe emotional ** ********** ********* ******* 2013) *** school ******** **** *** have these ****** ****** ********** ******* they are very expensive ** *** up *** that *** ****** ***** ********* to employ ************* ** * ********* ***** Additionally the ****** is only limited to providing ******* ********* services to mental ****** children which ** *** extend ** ****** ***** ***** require ********* ** a mental ****** ******** ********** *** each disability ********* is the *** ** ******* someone ** *

********** ***** *** * **********

purpose ********* ** *** ******* *** ** Texas *** ********* Review *** ********* ***** ********* ********** * ********* ***** *** **** ***** *** *********** placement ***** ***** ******* ***** can ************** **** ***** exists * broad range ** ******* ********* placements *** placements should **** **** consideration the ***** *********** ************ *** first placement ****** should ** the ******* ********* ********* ** ******* ******* Killeen

school ******** has a continuum of ************* ********** ******* the regular ******* ******** Independent ****** District ***** It *** unique classes **** as *** ******** ***** *** *** ******** Behavior ******* (PBS) *** *********** Learning Classroom *** ******** ***** ** ******** to cater *** ******** who are lagging ****** ** ******* ***** levels ***** *** need *** content ************ through intensive ******** ********** ******** *********** ****** ******** 2016) The ******** ******** ******* ***** *** *********** ******** Classroom is a ****** ********* for ******** **** grade * ** ***** ** who have with ******** behavioral and emotional ***** **** cannot be *********** ******* ** *** ******* education setting ******* ********** ***** ***** ******* the ******** has ******* schools for ******** the ******** *** School *** *** **** ******* which * ******** school **** *** ********* **** teachers ** ******** ******* ******** ** ******** **** ******* *********** *** district **** *** ************* ******** **** as ********* technology and ******** ******* ***** *** **** ** the ****** of ******* ******** *** school ******** **** *** ***** ********** to ******** ********** or ** * *********

******** ******* ********** ***** ***** The reason ** simply **** a ******** ** * **** restrictive setting which would ****** *** effective *********** ** the ***** *********** environment ********* ********* of ******** **** disabilities ** ********* would **** **** ************* ******** ******** ** *** ***** *********** *********** **** as * ******* ********* ******* ***** *********** *********** for **** ********** ***** *********** *********** ** one of *** **** **********

** *** *********** **** ************ *********

*********** *** ** 2004 ****** **** *** ******* **** ******** with ************ be ******** ******** with **** ******** ** the ******** ****** ******** *** **** idea is to **** *** ******** regardless ** their disability ******** in *** **** ********* *** ****** ******* 2013) ** *** implementation ** **** ********* ******** **** ************ *** ******** ** *** ******* ********* programs through ********** **** *** ******** ******* ***** ********* placing * ******* **** * ********** ***** ** ********** ********* **** ***** clarification as ** **** extent ** will ** ***** *** standard least restrictive environment ** *** district ** *** *************** ********* ******* *** *****

*********** *********** for each child varies ********* ** ***** ********** ***** ********* * Kauffman 2013) *********** the ***** restrictive *********** ** *** placement ** a ******* with disabilities ** **** ** ** ********** ***** ***** ** the individual ********* **** rather than *** ********* type ** ********** ********* & ******** 2013) **** **** ** reinforced by the ************ ** * ********* ** alternate ********** The ********* arrangements ensure **** ******** **** ************ are ******** ** *** ***** restrictive ******* ******** to ******* ******* **** *** placement team ******* *** placements **** year based ** the child’s individual ********* plan ** ***** them **** *** least restrictive *********** **** *** ******** is ****** ** ***** *** student ** a ******* ****** ** classroom **** ***** ****** **** it not for *** ********** (Heward 2013) *** ************ ** ***** *********** *********** *** **** ********* ** **** ** ***** students with

disabilities *** ******* ******* ** *** free appropriate ****** ********* in a *** that meets ***** ******** ***** (Crockett & ******** 2013) It **** enables the students **** disabilities to have * ********** ********** **** ** *** ******* ********* ******** ** conclusion **** ***** *** discussed *** ************ serviced at the Killeen Independent ****** ********

** ******* *** *** ******* ** ****** ********** *** ********** *********** *** ******** has *********** ** **** *********** ********** like *** ******* schools *** classes ** is ******* ******* **** ** does *** offer hospital placements *** ***** *********** *********** **** ********* ** ** ** great ************ ** the ************* of *** **** ******** ********* ******** *** ***** **** disabilities *********** ******** * * ******** * ****** The ***** Restrictive ************ Its ******* *** Interpretations

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Killeen *********** ****** ******** ******** Gibson ************ ****** W ****** *********** Children: ** ************ ** ******* ********* New ******* *******

********** ******* *********** ****** ******** (2016 ***** 4) *************************** Retrieved ******* 20 2017 **** ***************** **********************