Hello, my daughter is on the Autism Spectrum and has a hypersensitity to noise and crowds. She is also transferring to Webster in 2016-17. I am looking to schedule a time when a special ed or school representative could do a mini-orientation with her. The open house will not work for her. Her special ed rep just left on vacation and will not be back in time. Please help!

Bob Hoepfner

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Marvel Universe Live
March 19, 2016 at 7:00 PM
Milwaukee Theatre
500 W Kilbourn, Milw
The show is 2 hours with a 15-minute intermission

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Inflatable Playground
Come and enjoy giant slides, obstacle courses, inflatable sport games, and lots of jumping fun
Sunday, February 21, 2016
5:00 to 7:00

Inclusive Practices Placement Decision Guideline:  Least Dangerous Assumption 

We know that placement decisions for students with disabilities are not without risk.  Different placements of students with disabilities result in greater or lesser access to typical environments, peers, activities, learning, as well as a differences in student learning outcomes (Kurth, 2015).  We also know that placements are often long term and rarely do students transition from one placement to another; placement decisions have long lasting impacts.  These factors raise the stakes on placement decisions and require parents and educators to engage in careful and thoughtful risk-benefit analysis when creating individual educational plans and subsequently considering placement.  The least dangerous assumption is a useful guideline in assisting in this decision making for Individual Educational Planning (IEP) teams (Kurth, 2015).  

The concept of least dangerous assumption was coined by A. Donnellan (1984). It simple states, "in the absence of conclusive data educational decisions should be based on the assumption which, if incorrect, will have the least dangerous effect on the student" (Donnellan, 1984, p. 142).  This concept has been expanded by C. Jorgensen (2005) through her findings that restrictive placements are often associated with lower expectations and narrowed visions of the futures for the students.  These factors combined are important rational for careful consideration to be taken with placement decisions on behalf of students with disabilities.  

When operating under these guiding principles, it makes sense that it is arguable safest to assume the first placement for a student with disabilities is in an inclusive setting with access to heterogeneous groups of age appropriate peers and general education curriculum.  This is why is it critically important to shift the focus from if we should include students with disabilities to how to include students with disabilities meaningfully and successfully in inclusive settings

Parent Advisory Council
Susan Waldkirch - Family Engagement Liason
The Wisconsin Statewide Parent-Educator Initiative (WSPEI) and Cooperative Education Service Agency (CESA) #1Special Education Department provides parent liaison services to parents and educators supporting children with special needs in the Cedarburg School District.  Our goal is to assist parents and educators to work together to promote effective partnerships through positive communication, collaboration, and training for the purpose of improving education for children and young adults with disabilities. Services available include: information and referral, support, education, resources, and workshops. Contact: Susan at (262) 719-0853.

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