Participation with Students Without Disabilities

  • Explain the extent, if any, that the student will not participate in:

      • Regular class, extracurricular and/or other nonacademic activities (school age)

      • Appropriate activities with age-appropriate nondisabled peers (preschool)

  • If the student will not participate in regular physical education, extent of specially-designed physical education instruction (including adapted physical education)

  • Exemption from language other than English

Speaker Notes:

Slide 14: Participation with Students Without Disabilities

Removal from the general education environment occurs only when the nature or severity of the disability is such that, even with the use of supplementary aids and services, education cannot be satisfactorily achieved.

The IEP must provide an explanation of the extent, if any, to which the student will not participate with nondisabled students in the general education class and extracurricular and nonacademic activities, or, for preschool students, in appropriate activities with age-appropriate nondisabled peers.

This may be indicated as the percent of the school day or by identifying particular activities that the student will not participate in with his or her nondisabled peers.

The IEP could, but is not required to, include a narrative explanation of the student-specific factors for recommendations to remove the student from the regular class (or for preschool students, appropriate activities with age-appropriate peers without disabilities).

For school-age students, this section also addresses:

  • the extent to which the student will participate in specially-designed instruction in physical education, including adapted physical education; and

  • whether or not a student will be exempt from the language other than English requirement because the student's disability affects his or her ability to learn a language. It is important that the CSE, parent(s) and student carefully consider the implications that such an exemption may have on a student’s achieving his or her post-secondary goals when planning courses of study. For students seeking to go on to college, courses in a language other than English are often required for admission.