Least Restrictive Environment, or LRE, is not simply which classroom the student is taught in… it is much more than it seems!
IDEA’s Definition of LRE
IDEA, or the Individuals with Disabilities Education Act, is the federal law that outlines special education services for students with disabilities and the services that should be provided. It also states that schools should educate students within the “least restrictive environment” and requires schools to educate students with disabilities alongside peers without disabilities to the maximum extent appropriate.
BUT – LRE is not just a where, but also a guideline for how.
Least Restrictive Environment as a HOW
The word “environment” makes it seem like a place, but a student’s least restrictive environment is actually an outline of the supports and services needed to help them achieve their annual goals. The first step is to determine the student’s individual goals. After you have goals, identify supplementary aids and services needed to help the student achieve them. Then, the team can determine the appropriate placement to carry it out.
Supplementary Aids and Services
Supplementary aids and services are a part of a student’s LRE. According to IDEA’s definition, supplementary aids means “aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.” IDEA (sec 300.42)
These supports will vary by student and should describe where services are provided. Choose supports based on what helps the student reach their goals. Include them with peers, disabled and nondisabled, as much as appropriate.
Examples of supplementary aids and services include:
- Special equipment or Assistive Technology (AT)
- Personnel and staff, consultation services (therapies), and peer tutors
- Accommodations to materials or the environment
- Modifications to the instruction or curriculum
Factors to Consider
Your student’s PLAAFP (present levels) statement will guide the team’s decisions regarding placement and LRE. Start with strengths and weaknesses, then build goals based on needs.
Then, consider factors individual to the student, like:
- Strengths and weaknesses
- Accommodations
- Benefit for the student
- Benefit for peers
- Parent and student preference
- Modifications
- Inclusion balanced with appropriate progress
Individualize LRE to the Student
The IEP team determines a student’s LRE on a case-by-case basis. As special educators, we know that what works for one student may not work for another. Therefore, the least restrictive environment may not always be general education/inclusion. The IEP team should determine what is best for the student based on the data collected.
Molly’s least restrictive environment may be the special education classroom for the majority of the day. She may join her peers for art, physical education, or computer lab with para support. On the other hand, Andrew’s LRE looks completely different. He receives most of his instruction in the general education classroom with accommodations in place, and targets certain subjects in the resource room.
Assistive Technology
Assistive Technology (AT) refers to the tools that students with disabilities utilize to gain independence and make tasks easier. They can be “high tech” like communication devices, hearing aids, or power wheelchairs. Also, they can be “low tech” like a slant board, pencil grips, enlarged print, or even checklists and organizers. Don’t forget about these low-tech options that can help students complete tasks more independently! With the appropriate AT, the student’s LRE may look different.
Remember:
- LRE is not just a where but also a how: it includes support services needed to help the student achieve goals.
- Placement discussions are held by the team in a student’s IEP meeting, and placement should be determined based on the data collected on student progress.
- Goals are outlined, services and supports are noted, and THEN the LRE is decided on an individual student basis.
- Factors to determine LRE: individualization, benefit for the student (both student and peers), supports and services, and inclusion.
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