Least Restrictive Environment

http://www.ped.state.nm.us/

What is Least Restrictive Environment (L.R.E.)?

An explanation of what L.R.E. is and is not in parent and practitioner friendly language.

Contents (click on link below)

What Least Restrictive Environment is and is not.

Links to Resources and Information for Parents, Teachers, and Administrators

Current Research and Literature– Links to articles, books, literature, and information supporting children in their Least restrictive environment

What Least Restrictive Environment is and is not.

Individuals with Disabilities Act (IDEA, 2004) – Sec. 612 (a) (5) (A)

Least Restrictive Environment –

“IN GENERAL –To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily,”

Per the Least Restrictive Environment (LRE) Assessment and Planning Tool (2003)

( http://www.ped.state.nm.us/seo/lre/lre.manual.framework.pdf )

L.R.E. is…

required by State and Federal Law

where students with disabilities attend schools that are as close to their homes as possible

an individualized determination of the appropriate placement for educating a student with a disability which is made by a team, including the student’s family and, with the family’s permission, the student

consideration of the regular education classroom with any necessary supplemental supports, aids, and services as the first possible placement

consideration of the full continuum of educational options to meet individual students needs

placement of student with disabilities with peers who are at or near the same chronological age

bringing supports and services to students where they need them

students with disabilities being involved with and progressing in the general education curriculum

access to curricular and co-curricular activities

coordinated delivery of educational and related services

educating students with disabilities in regular classrooms with supports and services related to student needs to the extent appropriate

providing curricular and assessment modification as needed

collaboration and shared responsibility between general and special educators, administrators, related service personnel, parents, community service providers, peers, and students with disabilities

providing special education programs and services at all school in the district, maximizing opportunities for interaction between students with and without disabilities

viewing special education as a service

L.R.E. is not…

an option

educating students with disabilities without consideration of the school they would attend if they were not disabled

special education services based upon the category of disability (e.g., all students with Down Syndrome are educated in special classes and participate in community based instruction)

placement of only students with mild disabilities in regular education classrooms

failure to consider the regular education classroom with any necessary supplemental supports, aids, and services as the first possible placement

considering only one placement option within the continuum (e.g., special schools)

placement of students with disabilities with peers who are not at or near the same chronological age

making supports and services available only in specific placements, thereby forcing the student or family to choose between receiving services or being educated with non-disabled peers

providing a separate curriculum, not related to the general education curriculum

access to only curricular or non-curricular activities

isolated and fragmented services, supports, and programs within the continuum

“dumping” students into regular education classrooms with supports to them and/or their teachers

requiring students with disabilities to do the same as the other students in the class

special educators assuming sole responsibility for the education of students with disabilities

clustering students with disabilities in a few schools or in segregated classrooms or in select classrooms rather than across all classrooms in the school

viewing special education as a placement