be educated in their LRE according to the law, there is something else we have to explore when it comes to a student's LRE. A student's behavior is key to the LRE. If the behavior is not appropriate in that LRE, then it can be addressed with restrictions and (BIP) Behavior Intervention Plan. A Behavior Intervention Plan is a plan that is based on the results of a functional behavioral assessment (FBA) and, at minimum, includes a description of the problem behavior, global and specific hypothesis as to why the problem behavior occurs, and intervention strategies that include positive behavior supports and services to address the behavior. School Systems must allow one of the following persons to write and train teachers on the plan, before implementation in the classroom. This plan will have to be merged with the IEP to ensure a successful learning environment. Related services Special education-related services include speech and language therapy, occupational therapy, and physical therapy. Certified orientation and mobility specialists, teachers of the visually impaired and board-certified behavior analysts, and music therapists may service students deemed eligible. Music therapy is a somewhat new related service, and it may not be widely accessible across the country. Services can be rendered in individual or small group sessions, in the general education classroom, or simply as a consult between the service provider and other team members. Each related service provider on the team must include goals in the IEP as well as specific time allocated to the student. Setting for individualized services Most recently, many schools are incorporating inclusive classrooms in which both a general education and special education teacher "co-teach." Together both educators work as a team to deliver instruction while implementing the legal modifications and accommodations of the special needs students in the class. If a student is not able to learn in a fully inclusive situation, the special education team may decide to try the student in a more restrictive setting, usually partial inclusion. As the name implies, partial inclusion is when the student with disabilities participates in the general education setting for part of the day and receives the bulk of academic instruction in a pull-out classroom, such as the resource room, with the special education teacher or other staff. Some students require life-skills-based academics due to the severity of their disabilities. Such students are usually assigned to a self-contained classroom where they will