Before determining that a student requires special class services, the IEP team must consider
- the benefits of serving the student in the general education classroom,
- whether the student can achieve his/her IEP goals in the general education classroom and
- the effect that the student will have on the general education environment, including the education of other students.
The IEP team must document why the general education classroom with supplementary aids and services would not meet the student's needs. These considerations must include the impact the student with a disability will have on the teacher’s time, whether the potential for disruption will have a significant impact on the education of the student or other students and the degree to which curriculum must be modified. The IEP team must also consider, what if anything, about a special class would enable the student to progress and meet his or her individual learning goals.