Section 13-33B-2 - Consideration of pupil's specific communication needs. - South-dakota Statutes

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13-33B-2. Consideration of pupil's specific communication needs. The individualized education program shall consider the specific communication needs of the pupil, including all of the following:
(1) The pupil's individual communication mode and language;
(2) A sufficient number of age, cognitive, and language peers of similar abilities. However, nothing in this subdivision may be construed to require that a specific number of peers be provided;
(3) Appropriate, direct, and ongoing language access to special education teachers and interpreters and other specialists who are proficient in the pupil's primary language mode; and
(4) Language accessible services and school and extracurricular activities.

Source: SL 1993, ch 143, § 2.

State Codes and Statutes

Statutes > South-dakota > Title-13 > Chapter-33b > Statute-13-33b-2

13-33B-2. Consideration of pupil's specific communication needs. The individualized education program shall consider the specific communication needs of the pupil, including all of the following:
(1) The pupil's individual communication mode and language;
(2) A sufficient number of age, cognitive, and language peers of similar abilities. However, nothing in this subdivision may be construed to require that a specific number of peers be provided;
(3) Appropriate, direct, and ongoing language access to special education teachers and interpreters and other specialists who are proficient in the pupil's primary language mode; and
(4) Language accessible services and school and extracurricular activities.

Source: SL 1993, ch 143, § 2.

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State Codes and Statutes

Statutes > South-dakota > Title-13 > Chapter-33b > Statute-13-33b-2

13-33B-2. Consideration of pupil's specific communication needs. The individualized education program shall consider the specific communication needs of the pupil, including all of the following:
(1) The pupil's individual communication mode and language;
(2) A sufficient number of age, cognitive, and language peers of similar abilities. However, nothing in this subdivision may be construed to require that a specific number of peers be provided;
(3) Appropriate, direct, and ongoing language access to special education teachers and interpreters and other specialists who are proficient in the pupil's primary language mode; and
(4) Language accessible services and school and extracurricular activities.

Source: SL 1993, ch 143, § 2.