After the IEP is developed, the IEP team determines placement--that is, the environment in which the child's IEP can most readily be implemented. IDEA requires that the IEP be complete before placement decisions are made so that the child's educational needs drive the IEP development process. Schools may not develop a child's IEP to fit into a pre-existing program for a particular classification of disability. The IEP is written to fit the student. The placement is chosen to fit the IEP.
IDEA requires state and local education agencies to educate children with disabilities with their non-disabled peers to the maximum extent appropriate. A child can only be placed in a separate school or special classes if the severity or nature of the disability is such that appropriate education cannot be provided to the child in the regular classroom, even with the use of supplementary aids and services. When determining placement, the starting assumption must be the student's current academic level and needs as evident by the disability.
A few of the placement settings include the general education classroom, resource class, separate class, and other settings, which include separate schools and residential facilities.
The general education classroom is seen as the least restrictive environment. In addition to the general education teacher, there will also ideally be a Special Education teacher. The special education teacher adjusts the curriculum to the student's needs. Most school-age IEP students spend at least 80 percent of their school time in this setting with his or her peers. Research suggests student's with special needs benefit from being included in general education and from participation in the general education curriculum.
The next setting is a resource class where the Special Education teacher works with small groups of students using techniques that work more efficiently with the students. This setting is available for students who spend between 40- 79 percent of their time in the general education classroom. The term "resource" in this context refers to the amount of time spent outside general education, not the form of instruction.
Another setting option is a separate classroom. When students spend less than 40 percent of their day in the general education class, they are said to be placed in a separate class. Students are allowed to work in small, highly structured settings with a special education teacher. Students in the separate class may be working at different academic levels. Other settings include separate schools and residential facilities. Students in these settings receive highly specialized training to address both special learning and behavioral needs. The students will acquire both academic and life skills instruction. These schools have the highest degree of structure, routine, and consistency.