Joey, a second-grade student in a general education classroom, has been having difficulty in school since kindergarten. He was identified as having a specific learning disability and Attention Deficit/Hyperactivity Disorder. His biggest challenges are his lack of progress in learning how to read and staying on-task in the classroom. His teacher has consulted with a special education teacher to try to accommodate Joey in her classroom, but he continues to fall behind his classmates. The teacher, the special education teacher, and Joey's parents have been considering having him spend more time in a resource classroom to receive specialized instruction. This is consistent with which aspect of the principle of least restrictive environment?

This is consistent with availability of a continuum of services.

Explanation:

In accordance with the Individuals with Disabilities Education Improvement Act (IDEIA), all schools must have programs that educate children with disabilities. Schools must educate students with disabilities and regular students together to the maximum extent appropriate. They must also have a continuum of services to ensure that the education offered to students with disabilities will be sufficiently prepared to tend to their needs. Those services include: separate facilities, hospitals, individual/small group setting, inclusion/regular education classes etc. In Joey's case, the teacher wants him to spend more time in a resource classroom as a means to give him specialized instruction. That will not, however, prevent him from attending regular classes and interacting with others.