Full Answer Section

• General education classroom: This is the least restrictive option, and it is where most students with disabilities spend the majority of their time. Students in general education classrooms receive support from a variety of sources, such as special education teachers, paraprofessionals, and tutors.
• Resource room: This is a more restrictive option than general education, and it is typically used for students who need additional support in one or more academic areas. Students in resource rooms receive small-group instruction from a special education teacher.
• Special education classroom: This is the most restrictive option on the continuum, and it is typically used for students who need significant support in all academic areas. Students in special education classrooms receive instruction from a special education teacher, and they may also receive support from other professionals, such as speech-language pathologists, occupational therapists, and psychologists.
• Homebound: This option is used for students who are unable to attend school due to a medical condition. Students who are homebound receive instruction from a special education teacher who visits their home.
• Hospital/residential school: This option is used for students who need 24-hour care. Students who attend hospital or residential schools receive instruction from special education teachers, and they also receive medical care.

A student’s placement on the continuum of placement may change over time, depending on their individual needs. For example, a student who is initially placed in a general education classroom may need to move to a resource room if they are not making adequate progress. Conversely, a student who is initially placed in a special education classroom may be able to move to a general education classroom if their needs change.

The decision of where to place a student on the continuum of placement is made by a team of professionals, including the student’s parents, teachers, and special education experts. The team will consider the student’s individual needs, as well as the availability of resources.

Here is an example of how a student might move through a continuum of placement:

• Initial placement: The student is initially placed in a general education classroom. They receive support from a special education teacher and a paraprofessional.
• Move to resource room: The student is not making adequate progress in general education, so they are moved to a resource room. They receive small-group instruction from a special education teacher.
• Move to special education classroom: The student continues to struggle in the resource room, so they are moved to a special education classroom. They receive instruction from a special education teacher, and they also receive support from a speech-language pathologist and an occupational therapist.
• Move back to general education classroom: The student’s needs change over time, and they are able to move back to a general education classroom. They continue to receive support from a special education teacher.

This is just one example of how a student might move through a continuum of placement. The specific path that a student takes will vary depending on their individual needs.

It is important to note that the continuum of placement is not a one-way street. Students may move back and forth between different options on the continuum as their needs change. The goal is to find the placement that best meets the student’s individual needs and allows them to succeed in school.