New Jersey Department of Education

Governor Phil Murphy • Lt. Governor Tahesha Way

Domain A: Placement and Settings

Research shows that when implemented effectively, inclusive classrooms and schools promote higher academic outcomes, improve social skills, and increase self-esteem for students with disabilities and help non-disabled students develop higher levels of acceptance and respect for others. For this reason, the Individuals with Disabilities Education Act (IDEA) mandates that any student with an Individual Education Program (IEP) must be educated in the Least Restrictive Environment (or “LRE”), spending as much time as appropriate with non-disabled peers. “To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” 20 U.S.C.§1412(a)(5)(A).

While we focus on individualized needs of students with disabilities, we also must evaluate the systems, including the mission and beliefs, that provide a foundation for students to not only access their LRE but also thrive. For inclusive education to succeed, local educational agencies (LEAs) must commit to evaluating and planning their efforts under several domains, or focus areas. Each of the areas are underpinned by evidence-based practices (EBPs) for building sustainable inclusive education systems, as identified through rigorous research (Ryndak et al., 2022). 

Below is a list of activities and examples that focus on Domain A: Placement and Settings. This focus area is defined as the policies and practices essential to general education, school and class placement, and equal access to all instructional and extracurricular activities for students with disabilities.

Key for tables: A "Y" meaning "Yes, likely" in the column indicates a Federal program that could be a funding source for a given activity; an "N" meaning "No, unlikely" indicates that the Federal program is an unlikely funding source.

Domain A Activities that may be funded

  1. Training and preparation for professionals supporting students with disabilities in the general education setting involves equipping educators and staff with the knowledge, skills, and tools necessary to effectively meet the diverse needs of students, including understanding special education provisions, fostering inclusive environments, and implementing evidence-based practices. Example activities include:
    • Train all teachers on special education provisions and policies, such as LRE, common accommodations, and manifestation determination regulations, to better meet student needs in general education classrooms, wherever possible.
    • Invest in training programs for students and staff on disability awareness, empathy, and inclusive behavior to promote a culture of acceptance and respect within the school community.
    • Allocate funding for specialized training and professional development opportunities for general education teachers on inclusive teaching practices and strategies for supporting students with disabilities.
    • Provide resources for ongoing coaching and mentoring for teachers to implement Universal Design for Learning (UDL) principles and to differentiate instruction effectively to meet the diverse needs of all students.
    • Invest in training programs on behavior management techniques, positive reinforcement strategies, and trauma-informed practices to create a supportive classroom environment for students with disabilities.
ESEA Title I-A ESEA Title II ESEA Title III-A ESEA Title IV-A McKinney-Vento IDEA
Y Y Y Y Y Y
  1. Planning and collaboration for professionals supporting students with disabilities in the general education setting or in the LRE involves establishing structured processes and facilitating communication among educators, staff, and families to ensure coordinated support, smooth transitions, and effective implementation of individualized education programs (IEPs) and behavior intervention plans (BIPs). Example activities include:
    • Allowing for additional planning time to ensure effective transitions at the end of a semester or school year as changes can be challenging for many students with disabilities. Even a small amount of time with the previous teacher can smooth a student’s reentry into school after a transition period.
    • Help streamline communication between special education teachers, general education teachers, other school and district staff, and families. Purchase/upgrade and train staff in data management systems to allow for better coordination regarding student needs, services, and progress.
    • Strengthen partnerships between general education teachers and teachers of special populations by providing professional development, time for collaboration and planning, and other supports.
ESEA Title I-A ESEA Title II ESEA Title III-A ESEA Title IV-A McKinney-Vento IDEA
Y Y Y Y Y Y
  1. Creating and enhancing an inclusive environment for students with disabilities in the general education setting or in the LRE involves implementing strategies and investments to ensure accessibility by accommodating diverse needs and promoting participation and belonging for all students, regardless of ability. Example activities include:
    • Work with the IEP team to identify resources that can help students with disabilities succeed in inclusive classrooms.
    • Examine other aspects of a student’s day, such as the lunchroom and playground, the bus/transportation, athletic programs, clubs, performing arts, and before- and after-school programs, to identify ways to be more inclusive. Train staff who manage these settings in incorporating inclusive practices.
    • Revise school schedules to allow for more individualized instruction or greater time for in-depth teaching of subjects or skills.
    • Allocate funds for purchasing adaptive equipment and assistive technology devices to support students with mobility, sensory or communication impairments.
    • Provide resources for classroom modifications or renovations to create inclusive learning spaces that accommodate diverse needs, such as adjustable furniture, sensory-friendly lighting, and quiet areas for students who may need a break. Sometimes simple changes can significantly help students with disabilities. For example, allowing a student with Attention Deficit Hyperactivity Disorder (ADHD) to sit on a yoga ball instead of a traditional chair can help sustain their attention longer.
ESEA Title I-A ESEA Title II ESEA Title III-A ESEA Title IV-A McKinney-Vento IDEA
Y Y Y Y Y Y
  1. Creating and enhancing an inclusive environment for students with disabilities in the general education setting or in the LRE involves implementing strategies and investments to ensure accessibility by accommodating diverse needs and promoting participation and belonging for all students, regardless of ability. Example activities include:
    • Design and develop buildings and playgrounds accessible for all students, including those with physical disabilities and who are deaf or hard-of-hearing. Invest in infrastructure improvements to ensure physical accessibility throughout the school, including ramps, elevators, accessible restrooms, and designated parking spaces. Such developments may include the incorporation of assistive technology devices to enhance communication and interaction with staff and non-disabled peers.
ESEA Title I-A ESEA Title II ESEA Title III-A ESEA Title IV-A McKinney-Vento IDEA
Y Y Y Y Y Y
  1. Creating inclusive programs for students with disabilities in the general education setting or LRE involves designing and implementing initiatives that prioritize accessibility, equity, and opportunities for meaningful participation and engagement for all students. Self-contained, pull-out, and resource programs should be developed based on the foundational principles of providing ongoing opportunity to engage in less restrictive learning environments and community-based opportunities. Example activities include:
    • Develop and staff high-quality inclusive preschool programs.
    • Use summer learning time to provide targeted, individualized, educational support. Summer programs usually involve fewer students and more flexibility than traditional school year programs. Teachers can take advantage of this to ensure students are receiving support to prevent summer learning loss.
    • Allocate funds for implementing peer support programs, such as buddy systems or peer mentoring initiatives, to foster positive relationships and social inclusion among students with and without disabilities.
    • Provide resources for organizing inclusive extracurricular activities, clubs, and events that encourage participation and collaboration among students of all abilities.
    • Work with community organizations or Institutions of Higher Education (IHEs) to provide after school and summer tutoring and other academic support for students.
    • Develop academic and other support programs that meet the needs and schedules of students and families who may have other commitments during traditional school hours. These could include morning or evening programs, weekend activities, or programs during vacations/holidays.
    • Provide for the acquisition and use of educational technology and instructional materials, both at school and at home. Provide spaces at school sites to ensure connectivity for students experiencing homelessness.
ESEA Title I-A ESEA Title II ESEA Title III-A ESEA Title IV-A McKinney-Vento IDEA
Y Y Y Y Y Y
  1. Attract and maintain a diverse and qualified workforce of educators and support staff to effectively meet the needs of students with disabilities in the general education setting or the least restrictive environment. Example activities include:
    • Allocate funds for recruiting and hiring qualified special education teachers, paraprofessionals, and support staff with expertise in working with students with disabilities.
    • Invest in professional development opportunities specifically focused on inclusive practices and strategies for supporting students with disabilities, including training on differentiated instruction, behavior management techniques, and communication strategies.
    • Implement mentorship programs and peer support networks for special education staff to provide ongoing support and professional growth opportunities.
    • Develop and build capacity high-quality early learning programs.
ESEA Title I-A ESEA Title II ESEA Title III-A ESEA Title IV-A McKinney-Vento IDEA
Y Y Y N N Y
  1. Integrating and supporting related service providers involves facilitating the inclusion of specialized professionals, such as speech-language therapists or behavior specialists, within the general education setting or LRE to deliver targeted interventions and supports. Example activities include:
    • Allocate funding for hiring additional support staff, such as special education paraprofessionals, behavior specialists or speech-language therapists, to provide targeted interventions and supports for students with disabilities in the general education setting.
    • Invest in professional development opportunities for support staff to enhance their skills and knowledge in working with students with disabilities and implementing evidence-based practices.
    • Purchase resources needed to increase opportunity for integrated related services that provide push-in services in the least restrictive environment.
ESEA Title I-A ESEA Title II ESEA Title III-A ESEA Title IV-A McKinney-Vento IDEA
Y Y Y Y Y Y
  1. Build community partnerships by collaborating with outside experts, community organizations, advocacy groups, and stakeholders to enhance inclusive systems, provide additional support services, and foster inclusive environments that promote positive outcomes for students with disabilities and their families. Example activities include:
    • Bring in outside consultants with expertise in the LRE and inclusive practices to enhance efforts to strengthen inclusive systems.
    • Allocate funding for building collaborative partnerships with community organizations, advocacy groups, and disability service providers to enhance support for students with disabilities and their families.
    • Invest in creating networks or advisory committees comprised of parents, educators, and community members to provide input, feedback, and guidance on inclusive practices and initiatives within the school.
    • Work with community organizations or IHEs to provide after school and summer tutoring and other academic support for students.
    • Increase practices that enhance early intervention transition to preschool programs for students with disabilities by considering ways for identifying and addressing developmental needs, providing access to specialized services, fostering inclusive environments, involving families in the educational process, and promoting positive outcomes for children with disabilities in the long term.
ESEA Title I-A ESEA Title II ESEA Title III-A ESEA Title IV-A McKinney-Vento IDEA
Y Y Y Y Y Y

Page Last Updated: 04/18/2024

Back
to top