According to Public Law 94-142, each student with a disability shall receive a free, appropriate education. To help foster this ruling, the law mandates that an Individualized Educational Program (IEP) be developed for each child and approved by the child’s parent.
Part of the IEP deals with the best educational setting that will be tailored to helping the student meet his or her learning and social-emotional needs. This law has a provision that requires each student to be educated in an environment that is the least restrictive. (LRE) The term least restrictive environment (LRE) according to PL 94-142 means that to the extent appropriate, handicapped and /or disabled students should be educated with nonhandicapped students.
Understanding the concept of least restrictive environment may be difficult for some parents and educators but it is important to know what each level of the educational environment entails. Contrary to what most people think, LRE does not mean that every disabled learner should be placed in a regular classroom.
The law provides an environment that after careful analysis of the behavior and learning disabilities offers the student the best opportunity for success. LRE should start with the best starting spot that provides the student with the highest level of stimulation and experience for him or her specific disability and profile of strengths and weaknesses. In a normal school environment, it is hoped that students are placed in more restrictive environments only if it is to their educational advantage and moved to a least restrictive environment the moment they are able to compete successfully.
The environment offered in most school settings are as follows from least to most restrictive:
Regular Class Placement
Regular Class Placement- This is the least restrictive placement for all nondisabled children. However, this placement alone without some type of support services from special education is not suitable for a disabled child and should be considered only in special circumstances.
Regular Class with Some Supportive Services- This placement may be used with mildly disabled students who require supportive services but can are mainly in the regular class for the majority of the day. This can include speech and language therapy, adaptive PE, and even school counseling.
Regular Class with Inclusion assistance- This is offered when the student’s disability is not so severe that he or she cannot function in the regular classroom but often times additional help will be needed for the student to stay on task or understand the assignment.
Regular Class with Resource Room assistance- This placement is usually provided for students who need supportive services outside the regular classroom. This may be during test time, for behavior issues, or for help on large assignments. This is often called a pull-out program and the student is usually mainstreamed for the largest part of the school day.
Special Class Placement
Special Class Placement with Mainstreaming- This is an option for when students possibly need a more restrictive environment for learning and/or behavioral reasons. The student’s greatest possibility for success includes the special education classroom.
Full-Time Special Class in Regular School- This placement is used when the student’s disability does not permit successful participation in any type of regular classes, even for part of the day. These are often students who require a very structured, closely monitored program on a daily basis but not so restrictive as to warrant an alternative school program. These students usually can handle rules but not the freedom of a less restrictive environment.
Special Day School outside the School District- his type of restrictive educational setting works best for students whose disability is so severe that they require a more intensive and therapeutic environment and close monitoring by specially trained special education teachers or staff members. The teacher to student ratio in these types of programs can be as small as 6:1:1, depending on the severity of the child’s disability. Usually the more severe the disability the lower the number of the student-teacher ratio. The placement time is also based on the severity of the student’s disability.
Extreme Restricted Placement
Residential School- These placements are considered one of the most restrictive environments for students. The student not only receives his or her education in this setting but will often stay an entire school term. The length and reasons behind this placement depends upon several factors and can be determined by the residential school staff after evaluation and observation. Some students are allowed home visits while others may not go home for extended time.
Homebound Instruction- This a very restrictive setting that is provided for students who might have to be restricted to home due to an illness, injury , or other type of disability. Homebound instruction always requires an adult at home. Teachers are provided by the school and the teacher might provide instruction in the home, a community center, or library whatever is deemed the most appropriate site for the student.
Hospital or Institution- This is the most restrictive setting and may be the LRE setting for certain students, for example students who have attempted suicide or perhaps a child with pervasive clinical depression. It is also the setting when a student is severely injured or undergoing cancer treatments. School is provided by the hospital and the student does work as long as it does not interfere with his or her ability to get better.
Each state has their own titles for each of these settings but the restrictions are the same. The least restrictive educational setting is not etched in concrete. Is should be looked at every year during the annual review and changes can be made in either direction if the situation requires a change. The most important thing is to find what is the most beneficial for the student and provide an atmosphere where the student has the greatest opportunity for success.
References:
Smith, R.M. Evaluating Educational Environments. Columbus, OH, Greer Publishing. 1978
Dupont, H. Transition. Circle Pines, Mn. 1979
Brenda Gargus - Brenda Gargus has a Masters' degree in Psychology and an undergraduate degree in Education. She has taught for 29 years in a variety of ...
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