Respuesta :
Explanation:
1. **Principle: Free and Appropriate Public Education (FAPE)**
**Description:** This principle mandates that all children with disabilities, regardless of the nature or severity of their disability, are entitled to a free and appropriate public education. The education provided should be tailored to meet the unique needs of each individual student with a disability. The education must be provided at public expense, under public supervision and direction, and without charge to the family.
**Example:** Sarah, a 10-year-old girl with Down syndrome, attends her local public elementary school. The school provides her with an Individualized Education Program (IEP) that outlines specific accommodations, modifications, and related services she needs to access the curriculum and make progress academically and socially. These services might include speech therapy, occupational therapy, and specialized instruction from a special education teacher. Sarah's parents do not have to pay for these services, and the school is responsible for ensuring that she receives the support she needs to succeed in school.
2. **Principle: Least Restrictive Environment (LRE)**
**Description:** The least restrictive environment principle stipulates that to the maximum extent appropriate, students with disabilities should be educated with their non-disabled peers. This means that students with disabilities should be placed in settings where they have the opportunity to interact and learn alongside their typically developing peers to the greatest extent possible. Placement in a more restrictive environment, such as a separate special education classroom or school, should only occur if the student's disability is so severe that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
**Example:** Mark, a 7-year-old boy with autism, is included in a general education classroom for the majority of his school day. He receives support from a special education teacher and a behavior therapist who provide him with individualized instruction and assistance as needed. Mark's classmates are encouraged to interact with him and support his learning. By being in a general education classroom, Mark has the opportunity to learn alongside his peers without disabilities and develop social skills through meaningful interactions. Only during specific times, such as when he needs intense one-on-one support or therapy, does Mark temporarily transition to a more restrictive environment, such as a quiet resource room, before returning to his regular classroom.
