“Appropriate” vs. “Available” Placement and Services: Meeting the Needs of Individuals With Emotional Disturbance

Kristina Scott (Salem State University, USA)
Copyright: © 2023 |Pages: 31
EISBN13: 9798369320327|DOI: 10.4018/978-1-6684-8499-9.ch002
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Aaron, a seventeen-year-old junior, has recently moved in with a family friend after his biological mother no longer wanted him to live with her. The staff at Aaron's new high school, which only offers a full inclusion programming model, indicates that they cannot meet his needs. There are concerns about appropriate placement within a full inclusion model, but out-of-district placement in a residential setting may be too restrictive. Aaron's prior district does not understand the new high school's inability to provide services to him in a smaller class setting. The high school does not understand why Aaron's prior district is not actively seeking and supporting a residential educational setting. The state has recently assigned an educational surrogate to Aaron's case. The educational surrogate has been introduced to the individualized education program team, and she is entering this debate on appropriate versus available placements. The educational surrogate tries to piece together the case and ultimately do what is best for Aaron.
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