The Least Restrictive Environment in partnership with Service Delivery is essential to the IEP because it determines where the student will spend their time, and how services will be provided to them. LRE also influences how the student will develop in both the community and the school environment. LRE is basically the setting in which a student will receive a free appropriate education to meet and/or exceed their educational needs. IDEA’s LRE provisions state, “Each public agency must ensure that—(i) 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 nondisabled; and (ii) Special classes, separate schooling, or other 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. (NICHCY, 2014) LRE encourages students to be placed in the general education classroom, with their non-disabled peers to the most appropriate extent possible. This is proven with the terminology used regarding RLE which include:
§ Special classes
§ Separate schooling
§ Other removal from the regular educational environment
§ Occurs only if… (NICHCY, 2014)
LRE is not limited to the general education classroom. The IEP team can determine if an alternative environment would best fit the needs of the student by considering various options. These options are called the, “continuum of alternative placements “, and include:
· Instruction in regular classes,
· Special classes,
· Special schools,
· Home instruction, and
· Instruction in hospitals and institutions.
Placement for students is usually decided by individuals within the IEP team who have the most knowledge of the student. Those individuals may include: parents, personnel familiar with placement options, and analyst who review the IEP data. The group decides placement based on yearly review, child’s IEP, location to the child’s home, placement of the student in the school he/she would attend if not disabled. In regards, to placement and even if the parent is on the IEP team, parents must be notified of the placement decisions by the school prior to any decision being made. The notice itself must be in a language the parent will understand or by other means of communication. Also as a requirement the notice must contain the following information: “
· The educational placement of the child to be initiated, as proposed by the agency;
· an explanation of why the agency proposes that placement;
· a description of each evaluation procedure, assessment, record, or report the agency used as a basis for the placement decision;
· a description of other options considered and why these options were rejected;
· a statement that the parents have protection under IDEA’s procedural safeguards and the means by which a description of those safeguards may be obtained; and
· sources that can help the parents understand IDEA’s pertinent provisions.” (NICHCY, 2014)
If parent disagree with placement decisions they have the right to use mediation and due process procedures outlined in IDEA as way to resolve the issue. If still not satisfied, parents also have the option of filing a complaint with the state to rectify their issue.
§ Special classes
§ Separate schooling
§ Other removal from the regular educational environment
§ Occurs only if… (NICHCY, 2014)
LRE is not limited to the general education classroom. The IEP team can determine if an alternative environment would best fit the needs of the student by considering various options. These options are called the, “continuum of alternative placements “, and include:
· Instruction in regular classes,
· Special classes,
· Special schools,
· Home instruction, and
· Instruction in hospitals and institutions.
Placement for students is usually decided by individuals within the IEP team who have the most knowledge of the student. Those individuals may include: parents, personnel familiar with placement options, and analyst who review the IEP data. The group decides placement based on yearly review, child’s IEP, location to the child’s home, placement of the student in the school he/she would attend if not disabled. In regards, to placement and even if the parent is on the IEP team, parents must be notified of the placement decisions by the school prior to any decision being made. The notice itself must be in a language the parent will understand or by other means of communication. Also as a requirement the notice must contain the following information: “
· The educational placement of the child to be initiated, as proposed by the agency;
· an explanation of why the agency proposes that placement;
· a description of each evaluation procedure, assessment, record, or report the agency used as a basis for the placement decision;
· a description of other options considered and why these options were rejected;
· a statement that the parents have protection under IDEA’s procedural safeguards and the means by which a description of those safeguards may be obtained; and
· sources that can help the parents understand IDEA’s pertinent provisions.” (NICHCY, 2014)
If parent disagree with placement decisions they have the right to use mediation and due process procedures outlined in IDEA as way to resolve the issue. If still not satisfied, parents also have the option of filing a complaint with the state to rectify their issue.