Opinion ID: 705962
Heading Depth: 3
Heading Rank: 2

Heading: Mainstreaming to the Maximum Extent Appropriate

Text: 22 The question whether to educate a handicapped child in the regular classroom or to place him in a special education environment is necessarily an individualized, fact specific inquiry. In each case, the apparent tension between the IDEA's clear preference for mainstreaming and its requirements that schools provide individualized programs tailored to the specific needs of each disabled child must be balanced. 20 U.S.C. Secs. 1401, 1414(a)(5); see also Oberti, 995 F.2d at 1214; Daniel R.R., 874 F.2d at 1044-45. 23 Recently, we discussed four factors to help determine whether a school's decision to remove a child with disabilities from the regular classroom and place him in a special education environment violates the IDEA. In Rachel H., we held that a court should consider: (1) the educational benefits of full-time placement in the regular classroom; (2) the nonacademic benefits of such placement; (3) the effect the disabled child has on the teacher and children in the regular class; and (4) the costs of mainstreaming the child. Rachel H., 14 F.3d at 1404. 24
25 The IDEA's preference for mainstreaming is not an absolute commandment. The language of 20 U.S.C. Sec. 1412(5)(B) only requires mainstreaming to the maximum extent appropriate and provides that when the nature or severity of the handicap is such that education and regular classes with the use of supplementary aids and services cannot be achieved satisfactorily the student may be removed to a special education environment. In this case all parties agree that Lionel's disability has created a great deficit in his ability to communicate with and understand others. Because Lionel is at a critical stage for developing these communicative skills, the district court found that he requires immediate intensive instruction in ASL so he may comprehend and understand the instruction being offered in the regular classroom. 26 In reviewing the Parker School District's decision to place Lionel at ASDB, the district court conducted an evidentiary hearing to determine the extent to which Lionel could be mainstreamed. The district court determined that because of its size and location, the Parker School District could not provide the degree of intensive ASL instruction that Lionel needs and concluded that Lionel should be placed at ASDB, the nearest facility capable of providing the requisite instruction. The court reviewed Lionel's history of mainstreaming in Idaho and heard testimony from expert witnesses as to the likely success of continued mainstreaming. The court also considered other factors including the location of the suggested placement 280 miles from home, the value of social interaction with Lionel's nondisabled friends and the influence of his Native American tribe. The district court's finding that Lionel cannot presently receive any educational benefit from full or partial mainstreaming until he has acquired greater communication skills is not clearly erroneous. It is worth noting, however, that the IDEA requires the state educational agency to update Lionel's IEP annually. Should it become apparent that his communicative skills have increased to the point that he could receive educational benefits from mainstreaming, then the IDEA requires that Lionel be placed in that environment. 27
28 The record reflects that Lionel could receive some nonacademic benefits from continued mainstreaming. He apparently has a number of friends at his school and enjoys some social interaction with them. He would remain close to his mother and father and his Native American Indian tribe. Although these considerations are very important, the IDEA is primarily concerned with the long term educational welfare of disabled students. It is clear that Lionel's manner of communication with others is very primitive. The evidence reveals that with a more developed ability to communicate, his social interaction skills will mature and he will be able to fully enjoy and appreciate the relationships with his friends, family and tribe. 29
30 Both parties agree that Lionel is of above-average intelligence and would not detrimentally affect the classroom environment were he to be mainstreamed. This is not an adverse factor to mainstreaming in this case. The major concern here is what will be the best educational program for Lionel, not any detrimental impact on the teacher or other students. As we have discussed, Lionel will receive no educational benefits from instruction in the regular classroom until he acquires greater communicative skills. 31
32 We must consider the costs of mainstreaming in light of Lionel's educational needs. As discussed above, Lionel requires intensive ASL instruction in a total immersion environment. Because of its size and location, the Parker School District is unable to provide such an environment in a mainstream setting but is willing to expend the costs of such a total immersion at the ASDB.