Determining The Least Restrictive Environment

What are some factors that should and should not influence special education placement (LRE) for a student with special needs?

Special education placement (LRE) for a student with special needs “is one of several vital components in the development of a child’s IEP” (Considering LRE in Placement, 2017). LRE, or least restrictive environment, refers to how and where a child receives services in accordance with their special education needs. The law places emphasis on educating students in general education settings – when possible – but does not mandate it. There are several factors that should and should not influence placement for special education students. It is important to consider what is meant by general education settings; general education settings can refer to classrooms, lunchrooms, or other areas in which children participate in schooling activities, like playgrounds (Considering LRE in Placement, 2017). A student’s “areas of strength, areas of weakness, and present levels of performance” (Morin, 2014) are all factors that should be considered when determining placement for students. In accordance with the special education laws, children should be with kids in general education to “the maximum extent possible” and “special classes, separate schools or removal from the general education class should only happen when when the child’s learning or attention issue is so severe that supplementary aids and services can’t provide him with an appropriate education” (Morin, 2014). While strengths and weaknesses are factors that should influence placement, other considerations, such as home life, attitude, and even sometimes behavior, are factors that should not be considered when determining placement – unless, of course, they are a contributing factor to the child’s disability and these factors become so severe that they interfere with the child’s learning in the general education setting.

What are some approaches or strategies that a special educator can use to help families understand that their child could benefit from a more or less restrictive environment? Why might this be a sensitive topic of conversation for families? How might data be used to support these conversations?

Parents are part of the team which helps determine placement for their student, though there are other members of the team. If they disagree with the decision of the team, they “have recourse to IDEA’s procedural safeguards as a way of resolving conflict” (Considering LRE in Placement Decisions, 2017). There are some strategies or approaches that a special educator can use to help families understand that their child could benefit from a more or less restrictive environment.

Special educators can help parents empower themselves with knowledge of the process for determining special education services through available workshops, placing parents in contact with support groups, and encouraging communication with the members of the team. This might be a sensitive topic of communication for families because some parents struggle with the diagnosis of their child – and their child’s subsequent placement. It can be particularly sensitive if parents disagree with the team’s decision. Data can always support difficult conversations with parents because it can be used to exemplify how a particular placement might benefit a student.

IDEA requires that each student with a disability and who requires special education services will receive a free and appropriate public education or FAPE (At a Glance: Free and Appropriate Public Education, 2017). The elements of FAPE are especially important. Free education means that parents of special education students would not be required to pay for their student’s education (excluding outside activity fees that general education students would also be required to pay for). The appropriate element means that the educational component for each student would be specified for them; this is determined by their Individualized Education Plan (or IEP). The public element ensures that special education students will have the opportunity to be educated in the public school system. The last element of FAPE, education, ensures that all students with special needs will receive an education that will help them to be successful throughout their life.

Part of IDEA is LRE or the least restrictive environment. The least restrictive environment refers to how and where a child receives services in accordance with their special education needs. Special education placement (LRE) for a student with special needs “is one of several vital components in the development of a child’s IEP” (Considering LRE in Placement, 2017). Special education teachers, in conjunction with the student’s IEP team, are among those who help to determine a student’s LRE.

IDEA demonstrates the law’s strong preference for LRE, though it is not mandated (Considering LRE in Determining Placement, 2017). The first portion of LRE is for students to be educated around their peers as much as possible; this includes placement in general education classrooms, lunchrooms, and playground areas. The second portion of LRE is that “special classes, separate schooling, or another removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (Considering LRE in Determining Placement, 2017).

To ensure that students are educated in the least restrictive environment possible, IDEA requires that special education students should be provided supplementary aids and services.

These supplementary aids and services can include accommodations and modifications to the curriculum, direct services and supports to the student, and supports for the staff who works with the special education students (Considering LRE in Determining Placement, 2017).

Supplementary aids and services should be implemented everywhere on campus where students “may be engaged in learning, interaction, and development” (Considering LRE in Determining Placement, 2017). These supplementary aids and services are determined by the student’s needs and are specified in the student’s IEP. If the IEP states that the student requires supplementary aids and services, the school must provide these to the student (at no additional cost).

The IEP team must determine the student’s placement. If a student can be successful in a general education classroom, with or without supplementary aids and services, then the general education classroom is the student’s LRE (Least Restrictive Environment, 2017). If a student cannot be successful in a general education classroom, even with supplementary aids and services, then another placement must be made by the IEP team. For this reason, IDEA requires that schools have “a continuum of alternative placements available to meet the needs of children with disabilities for special education and related services” (§300.115(a)]. These alternative placements can include regular classrooms, resource classrooms, homebound instruction, and even instruction in hospitals or institutions.

There are several factors in determining a student’s placement for special education. The IEP team reviews the student’s IEP each year; the placement can change yearly too if needed. Once a student’s needs have been addressed in the IEP, then the team must decide on placement.

Since the law places preference on the least restrictive environment, that should be the team’s first option. However, this is only possible if this is the environment in which the student can be most successful. Sometimes a student can be successful in the general education classroom with supplementary aids and supports. But, there may also be instances in which this is not the best placement for a student. If a general education classroom is not the best option for a student, then there are several other options the team needs to consider. A general education classroom with consultation would be the next tiered level of support for the placement of special education students who are not quite able to be successful in a general education classroom (even with supplementary aids and supports). The consultation provided for this classroom would be a special education teacher who would work with the general education teacher to provide the support needed by the student. These supports could include additional instruction while in class, pull-outs for testing, grade adjustments, etc. If this level of support is still not enough to adequately support the student’s needs, then a resource classroom is the next tiered level of support. This class would be taught specifically by a special education teacher. There would also be fewer students in the classroom, all of whom would be categorized as special education.

Generally, students would go to resource classrooms for specialized subjects such as English or math and participate in general education classes with their peers for other classes. If a student’s disability still inhibits their success at this level, then the IEP team may need to consider full-time special classes. These students would spend most of the day with one particular specialized teacher. They would still participate in lunch activities with their peers and possibly elective classes, but all other classes would be within a specific classroom (with a teacher trained to deal with more specific issues).

There are outside-of-school education options too for students with IEPs. These include special day schools. In these programs, students may be bussed to schools that specialize in higher-needs students. There are also hospital and institutional settings for students with needs that cannot be addressed by a general school. Residential schools are also specialized settings for students with highly specific needs. These schools are like boarding schools with staff that are trained to deal with those highly specific needs. While these options are more restrictive than those previously listed, they do ensure that students will be most successful.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Resources:

Read Chapters 8 and 11. URL:

http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education- the_ebook_4e.php

Read “Considering LRE in Placement Decisions,” located on the Center for Parent Information and Services website (2017).http://www.parentcenterhub.org/repository/placement-lre/

Read “Understanding Response to Intervention,” by Morin, located on the Understood website.https://www.understood.org/en/school-learning/special-services/rti/understanding-response-to- intervention

References

Considering LRE in Placement Decisions. Sep 15, 2017. Center for Parent Information and Resources. Retrieved from https://www.parentcenterhub.org/placement-lre/

Least Restrictive Environment (LRE): What You Need to Know. 2014. Amanda Morin.Retrieved from https://www.understood.org/en/school-learning/special-services/special-education-basics/least- restrictive-environment-lre-what-you-need-to-know

Considering LRE in Placement Decisions. Sep 15, 2017. Center for Parent Information and Resources. Retrieved from https://www.parentcenterhub.org/placement-lre/

Keys to Confident and Effective Parent Participation in the Special Education Process. 2016. Parent Information Center. Retrieved from http://www.wpic.org/images/PDF/PIC_Keys_Final2016.pdf

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Assessment Description

IDEA requires that special education students be provided free and appropriate public education (FAPE) in the least restrictive environment (LRE). Special education teachers are among the decision-makers who identify what is the most appropriate, least restrictive educational environment for each student for whom an Individualized Education Program (IEP) is developed. It is important that special education teachers be aware of the benefits and restrictions of each type of placement setting and know how to provide an individualized, effective education for students with disabilities.

Part 1: Graphic Organizer

Create a graphic organizer outlining five placement settings inside and outside of the school setting. For each placement setting, describe how that placement can support students with mild to moderate disabilities. Include the possible benefits and drawbacks of each placement setting as well.

Part 2: 1,000-1,250 words regarding the FAPE requirement of IDEA. Based on FAPE, discuss how the LRE should be appropriate in meeting student needs and following legislative guidelines. In addition, discuss the factors that should be used to determine the appropriate placement in the LRE for students with disabilities to ensure they receive a free and appropriate public education. Discuss how a student might move through a continuum of placements (e.g., inclusion, resource, self-contained) to best meet his or her needs and level of support.

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