I wish to apologize if any of the facts are imprecisely stated. My recollection of specific information from the informal prehearing conference, absent a transcript, may be somewhat inaccurate. She has received extensive special education and related services throughout preschool and during her kindergarten school year. She is entering first grade for the 1996-97 school year. Placement at Highlands kept her out of her neighborhood school and precluded integration with neighborhood playmates.
Highlands has programs for moderate to severe disabilities at all grade levels.
District is adamant that the IEP cannot be implemented at Houdini and that it can be at Highlands. As aptly addressed in District's brief, case law has consistently ruled in favor of school boards when issues of placement are challenged. While school boards can determine the location of their programs, whether the IEP has been correctly translated into placement has, and will continue to be, a viable issue to review. Discussion Both Parent and District convincingly presented their cases at prehearing and compelling arguments in their respective briefs. Therefore, the experience of regular educators with severely disabled children as well as that of aides and the special education staff are intangible assets for achieving the IEP goals to be implemented in the regular class environment.