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Least Restrictive Environment

This presentation is designed to provide preservice teachers with information about LRE and practice in determining LRE.
by

Carl Liaupsin

on 22 June 2016

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Transcript of Least Restrictive Environment

Chris is a student in the 3rd grade at a public school specifically for students with Emotional and Behavioral Disorders. Chris has been at the school since first grade and although he is diagnosed as Emotionally Disturbed, his teacher, classroom aids, and parents have never personally witnessed a violent outburst from him.

Chris’s teacher and parents would like to see him transition back to the general education school setting, but the head of the school feels that Chris has not met the behavioral goals of the school yet and insists on keeping him for another year.
Scenario #3 - Chris
Adam is a student in the 7th grade at a public junior high school. He is diagnosed with autism and with the strong insistence of his mother he is in the general education setting for most of the day, but participates in a special education social skills class for one class period per day.

Adam has a one-on-one aid that attends classes with him. Although he attends all of the typical general education subject, he does not work on the same lessons as his peers. For example, while the general education teacher teaches the class basic algebra skills Adam’s aid teaches him how to write numbers. He has not made progress towards his IEP goals and his outbursts towards the aid and his peers have become more and more violent.

His mother feels that LRE is in the general education classroom with a one-on-one aid and that his violent outbursts are due to frustration with the teachers’ low teaching abilities.

At the IEP meeting his mother suggests that an additional aid would be most beneficial for Adam to progress towards his IEP goals; one aid to focus their attention on his behavior and the other aid to help him learn.
Scenario #1 - Adam
Georgia Department of Education (2010). Least Restrictive Environment. Retrieved from http://www.doe.k12.ga.us/ci_exceptional.aspx?PageReq=CIEXLREFAQ
Mason City Schools (2011). Continuum of support. Retrieved from http://www.masoncityschools.org/
References
Objectives
Scenario 1
Scenario 2
Scenario 3
Scenario 4
Scenario 5
Group Activity Review
Decisions on placement are made by the IEP team.

Students with disabilities should be educated with non-disabled students, to the “maximum extent appropriate”.

Consider how each objective can be met in the general education classroom using accommodations and modifications.

For remaining objectives, consider where they can best be met.

Consider personal and social issues.
LRE Review
LRE Decision-Making Model
There is no way to determine what will be LRE for each disability category. LRE is determined on an individual basis.

Consider individual IEP goals

Consider Supplementary Aids and Services

LRE is not based on:
disability category
district convenience
cost
The IEP Team Determines LRE
General Education
Accommodations – changes to the student’s environment, instruction, materials, or activities
that do not weaken
the state standards for that particular class.
Assistive technology
Peer note-taking
Extra time to complete assignments

Modifications – changes to the student’s materials, assessments, or assignments
that require less
than the state standards for that particular class.
Accommodations & Modifications
One requirement of FAPE is that every special education student be placed in the least restrictive environment (LRE).
Students with disabilities should be educated with non-disabled students, to the “maximum extent appropriate”.
Access to the general education curriculum and interaction with non-disabled students.
Students should only be placed in separate classes and/or schools if the disability is severe enough that an adequate education cannot be obtained with supplementary aids and services in the general education setting.
LRE
Goals & Objectives
Denise K. Whitford
University of Arizona

Least Restrictive Environment (LRE)
Heather is a student in the 5th grade at a public elementary school. Heather transferred from out of state and her previous school records never arrived. During the first few months of school Heather has been a major disruption to her classmates, mainly due to picking fights with other children, interrupting the teacher during lessons, and walking around the classroom at inappropriate times.

Heather was referred for an IEP where it was determine that she has ADHD, an emotional disturbance, and a severe learning disability.
Scenario #4 - Heather
Independent Practice: You Do
Groups of 4-5 people
Assign roles
Scribe
Speaker
Facilitator
Time Keeper
Read the scenario
Work together to determine the LRE and Services
Group Activity
Guided Practice: We Do
Video Results
8 year old Nick is in the 3rd grade.
He has down syndrome
He reads and writes at 3rd grade level
What questions should we ask?
With this basic information, in what setting should we place Nick and what services should we provide Nick with?
Scenario
Continuum of Support
Inclusion
Josh is a student in the 10th grade at a public high school. Josh transferred from out of state and his previous school records never arrived. During the first few months of school Josh has been a major disruption in his classes; mainly due to interrupting the teacher during lessons and walking around classrooms at inappropriate times.

Josh was referred for special education where it was determined that he has ADHD and a mild learning disability.
Scenario #5 - Josh
Beth is a student in the 6th grade at a public middle school. She is in the general education setting for most of the day, but participates in a special education resource class for one class period per day. She is labeled with an Other Health Impairment that does not appear to affect her learning. However, Beth’s mother threatens to sue the district if her daughter is not in the Resource classroom at least twice per day. She also strongly insists that Beth needs a laptop for note-taking and a voice recorder to record all lessons in her general education classrooms.

At the IEP meeting Beth’s mother insists that her daughter’s 3.5 GPA is due to not enough special education assistance and Beth would benefit from more time in the Resource classroom.
Scenario #2 - Beth
SDC with No General Education Interaction
SDC with Inclusion in General Education
Consultation between special and general education teachers
Classroom Aid/Paraprofessional
General Education with
Minimal Support
Most Restrictive
Special Education Teacher
Special/General Education Co-teaching
Special/General Education Collaboration
Classroom Aid
Special Education Consultation
General Education Teacher
Least Restrictive

Continuum of Support
Supports
What are the special education needs of the student?
What are some additional resources the student will need?
Where might the student best receive the special education and additional resources?
The IEP Team
Access to the general education curriculum and interaction with non-disabled students, “to the maximum extent appropriate”.
What does the least restrictive environment (LRE) mean?



Who determines LRE for individual students?


What are some decisions to be taken into account when determining LRE?
Review Questions
SDC with Minimal General Education Interaction
Consultation between special and general education teachers
Classroom Aid/Paraprofessional
General Education with Minimal Support & Access to RSP
Direct Instruction: I Do
FAPE – Free Appropriate Public Education
LRE – Least Restrictive Environment
Setting – type of class or school
RSP – Resource Specialist Program
SDC – Special Day Class
Accommodations & Modifications
Inclusion
Supports
Key Terms & Abbreviations
Wrap Up
Including students with disabilities in the same activities as students without disabilities.
Classrooms
PE
Lunch/Recess
Activities/Clubs
Field Trips
This term is not in IDEA
Full transcript