Least Restrictive Environment
Least Restrictive Environment Brochure
Least Restrictive Environment is a requirement under the Individuals with Disabilities Education Act, which requires special education teachers to protect the rights of their students as well as their parents. This act requires that all students have the opportunity to receive free education in the least restrictive environment.
The least Restrictive Environment enables students with special needs to be educated with normal students using appropriate strategies to help the students learn together with other peers. It is important for students with special needs to socialize and spent time with other students to the maximum extent, which is appropriate. Cases of separate classes and division among the classes should only happen under special circumstances and not based on their disability. This may include severe disability, which may require supplementary services, which cannot be provided under the same education programs.
Addressing LRE in the IEP process
LRE is addressed in the IEP process in its creation as well as in its review, which is done by an organized team, which reviews the program regularly. The IEP identifies and develops individualized objectives to different children with disabilities and require special services to help them in the education process. The IEP focuses on enabling students to achieve their educational goals easily which takes into consideration the student’s special needs. This helps the team in identifying environmental factors, which may affect the learning process of the students. The IEP is beneficial to educators in understanding students and their learning process which also helps them in choosing a placement for the students in the least restrictive environment.
Review of the LRE
The LRE should be reviewed at least once per year, which should be based on the student’s IEP. This should be done at the educational facility close to the student or at home. Individuals who are closely related to the student should do this to enable them make effective decisions. The student’s teacher, parent, or any other individual who is involved in the education process can request for a review at any other time. A special IEP meeting reviews the LRE following this request and placement is done on the IEP if there is need for placement.
Deciding the LRE of A Student
Due to the important role that the least restrictive environment plays in the development of a child, it is important for serious decisions to be made which may either positively or negatively impact a child. Decisions regarding the least restrictive environment are made by the IEP team, which makes placement decisions. These decisions are based on the child’s special needs as well as the IEP. Some of the considerations include the school which the child would be educated if he/she had no special needs. The IEP team includes important people who include the parent as parents have important information relating to the child. Parents are also aware of the strengths as well as the weaknesses and goals of the child. One or more teachers who are responsible for providing the children with educational services are also involved in the decision-making process. A teacher is important since he/she knows the performance of the child in different areas as well as the child’s needs. This will provide important information on what should be implemented to accommodate the needs of the child. An expert in special needs should also be included to evaluate the child in different aspects, which may be important to consider during the decision-making process.
This process entails the educational services, which the student with disability will receive. The IEP program should include the schedule of the services that the students will receive as well as the period for each service. The service delivery process will also include a description of where the services will be provided. Services may be provided at school where some students may require transportation services to the educational facilities.
Types of Service Delivery
Self-contained service delivery involves the process where teachers deliver educational services to students with special needs in self-contained classrooms.
A resource room is a distinct room, which is separate from the other classrooms to help students with disabilities who may be having a difficult time in understanding in inclusive classrooms. In theses rooms, students receive educational services directly or through specialized assistance.
An inclusion service delivery is a classroom where students with disabilities are able to learn with other students without disabilities in general education classrooms.
Teachers involved in IEP should be well trained and adequately prepared to enable them in addressing their student’s needs during inclusion classrooms. These teachers also require special training and education to help them to provide an effective environment for their students with special needs. Training will also help the teachers to implement effective strategies and methods to accommodate all students. Adequate preparation will also help the teachers in identifying their student’s strengths and weaknesses, which is important in determining the most effective approaches to use. Teachers should have a special education certificate for them to be allowed to provide special needs education. Teachers should also able to provide assistance to students with disabilities in the general education setting after the students have been separated from the other students for specialized educational services.
Parent’s Involvement in Determining the LRE for Their Child
Parents are important parties in determining the LRE for their child due to the roles that they play in the IEP process. In this process, parents are able to provide important information related to the child, which is important in making effective decisions. Parents also give opinions to other members of the IEP team, which are used during placement. Parents are concerned about their children, which is why it is important to involve them in determining the LRE of their children
Advocacy Rights of Parents
Advocacy is the process of supporting and ensuring that students with disabilities receive the appropriate services. It is important for parents to educate themselves on learning their child’s disability, which is important in understanding the most effective programs to implement. This will also enable the parents to collaborate with the teachers and the education facility. Some of the advocacy rights of parents include knowing about the special education services and access to important information. This is meant to protect the child from any harm, which may happen to him or her. Parent advocacy is also meant to ensure that students with disabilities have their legal rights and receive educational services just as any other kid without disability.