Based on that tenet, it is recommended that the guiding policy of educational programs for individuals with severe disabilities be to provide pupils with those skills necessary to participate, fully or partially, in activities that are age-appropriate and typical within their homes, school and community. Characteristics listed below are intended to contribute to the effective implementation of such a policy. Program administrators maintain a policy that facilitates the inclusion of students with severe disabilities in general education environments. Services are provided only to the extent needed by individual pupils to maximize opportunities for independence. Members of the educational team participate in program planning and contribute their expertise in ways that facilitate the development of functional curricular and promote functional skill acquisition and generalization.
Parental involvement is encouraged in all aspects of planning.
Opportunities are provided for parents to interact with staff and students in both programmatic and nonprogrammatic school activities. A parent advisory council is active at least at the district level. Curricula are individualized and relate to. present and future needs in natural school and community environments. Continuity exits between assessment and instructional planning. Instructional plans are explicit and address the needs of individual pupils.