Introduction
The LRE is the principle that guides a child’s education program and determines the most appropriate placement for a student with disabilities. To provide the most appropriate education for each individual student, the Individualized Educational Plan (IEP) team must consider a range of placement and support services. This process starts with the assumption that the student will attend a mainstream classroom in his or her neighborhood school.
The LRE for each child may look different because kids are unique. But it is important to remember that every child has the right to an education in the least restrictive environment possible.
I trust this provides some clarity on what the Least Restrictive Environment means and how it applies to your child’s education program.
What is the Least Restrictive Environment?
The educational requirements for students with disabilities are governed by the Individuals with Disabilities Education Act (IDEA). The IDEA requires that students be placed in the “least restrictive environment” (LRE), which is defined as “the educational setting that is most similar to the general education setting in which students without disabilities are typically placed.”
In other words, the LRE is the educational setting that gives students with disabilities the best chance to succeed academically and socially. This means that, whenever possible, students with disabilities should be educated in the same classrooms as their nondisabled peers.
However, if a student’s disability is such that he or she cannot receive an appropriate education in a general education setting, then he or she may be placed in a more restrictive setting, such as a special education class or school.
The important thing is that the student’s educational needs are met, regardless of where he or she is educated.
How does the LRE principle guide a child’s education program?
The LRE principle is a guiding force in a child’s education program. It ensures that the student is placed in the least restrictive environment (LRE) and still receives the necessary educational instruction and services.
The least restrictive environment is the least intense, intrusive, and isolating setting in which the student can still make progress towards their Individualized Educational Plan (IEP) goals. The LRE principle is based on the philosophy that all children have a right to free and appropriate education in the least restrictive environment possible.
In order to determine the least restrictive environment for a child, an evaluation team must consider the child’s individual needs and abilities. The team will then select the option that is most likely to lead to educational success for the child while still providing access to their peers. The team must be composed of individuals with knowledge of the child’s disability and educational needs, including teachers, administrators, psychologists, and other specialists.
The team leader or decision maker will ultimately be responsible for making sure that the child’s individual needs are met while also ensuring that they are placed in the least restrictive environment possible.
What factors must be considered when determining the LRE for a student with disabilities?
- Consider whether the student’s annual goals and short-term objectives appropriately meet the academic, social, emotional, physical, and career needs of the student.
- Consider the student’s needs for interaction with non-disabled peers.
- Consider whether the proposed placement provides for interaction with non-disabled peers through academic, nonacademic, or extra curricular activities.
- Consider whether the proposed placement supports the amount and type of interaction indicated on the IEP.
- Consider whether the IEP goals can be achieved successfully in a general education class placement with or without accommodations.
- Consider whether the student’s general education classroom curriculum will need to be modified beyond recognition of the Sunshine State Standards, even with appropriate aids and supports.
- Consider whether the IEP goals can be achieved successfully in a resource model placement.
- Consider whether the IEP goals can be achieved successfully in a special class on a regular campus.
- Consider whether the IEP goals can be achieved successfully in a special school.
- Consider whether the student can be educated in the school he or she would attend if nondisabled.
- Consider whether the student will attend the school closest to his or her home where a program is located.
- Consider the placement decision based upon the student’s IEP and individual instructional needs.
- If the IEP team determines that educating the student in the mainstream classroom is not appropriate, what are some more restrictive environments to consider?”
Examples of real-life LRE
Becky is an eight-year-old girl with autism. For most of her life, she has attended a special-needs school that specializes in educating children with autism.
However, when she turned eight, her parents decided to try and place her in a mainstream school. They believed that it would be the least restrictive environment for her and that she would benefit from being around other children her age.
Becky’s parents met with the school district to discuss their concerns and to develop an individualized education plan (IEP) for Becky. The IEP outlines the specific accommodations and modifications that will be made for Becky to be successful in a mainstream classroom.
In Becky’s case, this means that she attends the same classes as her neurotypical peers, with some adaptations and accommodations. For example, she has a quiet place to go if she needs a break from the noise and stimulation of the classroom. She also has a schedule that helps her to know what to expect each day. These supports allow Becky to be successful in her least restrictive environment – her local school.
Since starting school, Becky has made great progress and is thriving in her new environment. While it has been a challenge at times, it has ultimately been a positive experience for both Becky and her family.
Conclusion
The Least Restrictive Environment (LRE) is the educational placement that provides the least amount of restriction for a student with disabilities. The LRE is determined by the Individualized Education Plan (IEP) team, which includes the parents, educators, and other specialists.
The team leader or decision maker will ultimately be responsible for making sure that the child’s individual needs are met while also ensuring that they are placed in the least restrictive environment possible.
Factors to consider when determining the LRE for a student with disabilities include: whether the annual goals and short-term objectives meet academic, social, emotional, physical, and career needs; whether the proposed placement provides interaction with non-disabled peers; and whether IEP goals can be achieved successfully in a general education class placement with or without accommodations.
If it is determined that educating the student in a mainstream classroom is not appropriate, some more restrictive environments to consider include special schools or resource model placements.
Sources: IEDA, THX News & Reading Rockets.
