The local educational agency (LEA) must ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled (34 CFR  300.114(a)(2)(i) and 20 USC 1412(a)(5)(A). 

The LEA must ensure that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (34 CFR 300.114(a)(2)(ii)and 20 USC 1412(a)(5)(A). 

The LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services (34 CFR 300.115(a)).  
The ARD committee must specify the appropriate instructional arrangement/setting as set forth in 19 TAC 89.63(c). 

Campus Interventions Assistant Team, Manager of Services for Students with Visual Impairments, Program Specialist—Team Lead of Services for Students with Visual Impairments, Educational Diagnostician for Students with Visual Impairments, Teacher of the Visually Impaired 

District offers a continuum of services for students with auditory impairments. They include: 

• general education classroom with consultative and/or direct instructional services from a teacher of the visually impaired
• general education classroom with consultative and / or direct instructional services from a certified orientation and mobility specialist
• a combination of general education and special education classes with consultative and/or direct instructional services from a teacher of the visually impaired
• a combination of general education and special education classes with consultative and / or direct instructional services from a certified orientation and mobility specialist
• residential placement - Texas School for the Blind and Visually Impaired

The components of services for students with Visual Impairment: 

• are determined by the ARD/IEP Committee
• are based upon individual needs of student
• can include infants/toddlers as determined by the IFSP
• can include services from a certified orientation and mobility specialist as determined by ARD/IEP Committee
• can include technology support related to visual impairments

District personnel have knowledge and competencies in the following areas: 

• extent to which significant vision loss impacts access to the general education curriculum;
• extent to which significant vision loss impacts communication and social skills;
• alternative methods of communication;
• specially designed instruction;
• accommodations and modifications
• technology supports related to visual impairments.