Whenever appropriate, the student with the disability. If transition is being discussed, the student and representatives of other agencies who are likely to be responsible for paying for or providing transition services. The IEP must indicate that all possible modifications and accommodations, including a behavioral intervention plan and use of supplementary aids and services, have been utilized over a period of time to maintain the student in the least restrictive environment. The school team must keep in mind that the local school system is required to educate students to the maximum extent appropriate with their non-disabled peers and are prohibited from removing them form the regular education environment, except when the nature or severity of the disability renders supplementary aids and services in regular classes ineffective. This includes students whose previous placements were in separate classes or separate schools.
Inclusion is actually an educational term that has different meanings to many people.
The IDEA also requires that a continuum of placements to meet students individual needs be considered. The statue does not mention full inclusion. However, the law says students with disabilities should be educated with their non-disabled peers to the maximum extent appropriate. It states further, that students with disabilities should be removed from regular classrooms only when the nature or severity of their disability is such that education in the regular classroom with supplementary aids and services and services cannot be achieved satisfactorily. All students with IEPs who are working toward a high school diploma must be provided the same opportunities for participating in state-mandated testing as their peers.