Other therapists may be included in the student's education plan, such as occupational therapists, physical therapists and behavioral therapists. The involvement of these specialists allows the student's specific educational plan to remain consistent and customized to provide the student with maximum results. In addition, frequent observation of the student by the educators and therapists will allow for the goals designed for that student to be more quickly reached, as well as to intervene when goals are not being reached. This will also allow the educators to design progress plans around that particular student's specific capabilities and challenges. Observation and assessment also pinpoint delays or complications in the student's learning and development.
This type of assessment and observation can be done in an inclusive situation where the student is integrated into a regular classroom setting with his or her peers. This can also occur in a specialized and segregated setting where the student may be severely disabled and requires a more specialized classroom environment. Children suffering from spectrum disorders such as autism can be placed in inclusive classroom settings if their degree of autism is on the low end. If the student, however, suffers from a high degree of autism and perhaps requires more one on one teaching, the individual will most often need to be placed in a specialized classroom setting.
Children with disabilities can certainly range from speech and learning disabilities to physical disabilities to spectrum disorders such as autism. It is important to note that regardless of the presence of a disability or not, all children have the right to an education. It is unlawful to not accommodate the learning needs of each and every student. At times this is a slippery slope as some schools have found that suspension of children with disabilities due to violence or aggression was considered in the past to be in violation of the Individuals with Disabilities Education Act (IDEA). Most schools have formed policies which remove students through suspension or expulsion that are instigating violence or carrying weapons or drugs. But in cases of disabled children who are posing threats, schools have gone lightly on punishments as to not violate the IDEA Act.
The application of these immediate expulsion or suspension rules at one time was not applicable to children with disabilities, "Applying strict school removal policies to students with disabilities has been restricted by the Individuals with Disabilities Education Act's (IDEA) fundamental requirement for the provision of a free, appropriate public education (FAPE)" (Telzrow 1)).
Gang violence, drugs, and bullying are becoming more and more prevalent in today's schools. The aspect of not removing students who pose a threat regardless of their disabilities has become critical. As a result, the American Federation of teachers has instituted a rule which says that "no disruptive, disorderly or dangerous student, whether disabled or not, should be allowed to remain where he or she can disturb or threaten other students. (Telzrow 1)
It is not uncommon