Lohff _Least Restrictive Environment_ (LRE)

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University of Maryland, Eastern Shore *

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Sociology

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Apr 3, 2024

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"Least Restrictive Environment" (LRE) 1.) The LRE mandate is quoted in your text. Please read the mandate and note the only circumstances under which a child with a disability may be removed from the general education classroom. What has to be tried first? What might this include? Review and explain. (5 pts.) In accordance with the least restrictive environment (LRE) mandate a child with a disability is only able to be removed from the general education classroom when, despite the “use of supplementary aids and services” they are not able to access the education (IDEA 2004). Essentially, after trying every support, service, accommodations, and modifications, if the student is not successfully able to participate in the general education classroom in a meaningful way, more restrictive environment options will be considered. When a team is looking at placement options for a student with a disability the general education setting is the ideal option. Unfortunately this is not always the best option for all students and this difficult conversation takes a lot of information and conversation to determine the least restrictive environment for the student. A decision to move a student to a more restrictive environment away from peers would require quite a bit of data to back this decision. For example a team would likely start collecting data on what accommodations, services, supports, and modifications are being offered within the general education classroom and the overall achievement of the student. Next the team would need to propose a service or support that would take the student from the general education classroom, and use assessment data alongside the observational data to prove why this removal would benefit the student’s overall education. Progress monitoring would also come into play so that the success of the student can be used to prove why a more restrictive environment may be needed or why they student may be able to rejoin the general education classroom for the entirety of the day. 2.) The LRE mandate contains the word "appropriate". This is a clearly defined word, right? How clearly defined? Does the law state who determines what is appropriate or according to what standards? Discuss your reaction and the issues which may arise as a result of the 'vague' wording of this mandate. (5 pts.) The word “appropriate” is a very subjective word. What may be appropriate to one school, district, or state may be (and likely will be) different. This is because of the resources available to the school, district, or state. When more resources are available, there are more supports or strategies available to the students and teachers to make the general education classroom accessible for the student, but in another setting where limited resources are stretched thin, there will not be the resources needed to make the general education setting accessible. I think that this word is subjective because it creates a gray area that special educators are given the professional responsibility to navigate following their standards of ethics and practice. Knowing that across the nation schools are not all equipped with the same resources, or see the same students, it is important to have this legal flexibility so that you can do right by all students being serviced. I think that unfortunately there are some professionals who may not

follow the most professional or ethical standards and not ensure that to the best of their ability, with the resources available, the student is in the general education classroom. This however, is why parents and other members of the building are a part of the decision making team so that they can help to ensure the student is receiving the best education possible. I personally would like to see this word clarified so that there is less variability and a more clear protocol in place to ensure that all options, services, supports, accommodations, and modifications are being attempted. ___________________________________________________________________________ https://www.wrightslaw.com/info/lre.osers.memo.idea.htmLinks to an external site. Use the information found on the Wrightslaw website to answer the following questions (3 - 5 below). 3.) Briefly discuss 3 points that were "new" and/or surprising information to you? (10 pts.) From previous learning many of the basic concepts of LRE are a review. However, from this website I have learned quite a few new things or deepened previous understandings. 1. Many terms within the law are undefined or vague- For example the term “supplementary aids and services” is a vague term that may look differently from district to district. Conceptually I understand that this term is loose because the services and aids that each student will receive are different because the needs of each individual are different. 2. Issues with lack of resources within a school do not relieve the school/district from the obligation to provide an accommodation or support to a student- While I fully agree that the lack of resources or staffing does not give a school an excuse to not provide students with a FAPE in a LRE, I think that unless parents and other team members from outside the school are actively involved in the IEP process, unethical practices may cause a student to lose out. 3. There is a continuum of placement options when it is determined that a student is not receiving a satisfactory education within the general education setting- This is a great way to ensure that students are getting exactly what they need as an individual rather than making a blanket statement of what options are available. When the general education setting is determined to be unsatisfactory, the IEP team will then be looking at taking the child out of that setting as little as possible. 4.) Briefly discuss the important role which accurate assessments might play when decisions are being made about what is the LRE for a child. (5 pts.) Accurate assessment information plays an important role in making decisions because it provides the team with information about the student’s present level of performance, progress monitoring when supports are in place, and shows the overall success or failure of aids and supports that a team may be trying. Each time an IEP is reevaluated it is important to have data that provides an accurate and comprehensive picture of the child being evaluated. This helps all

team members see what the student needs to be able to successfully access, and have a meaningful educational experience. Prior to making a change to the students LRE, the team must look at all data related to the student. This will help them to ensure that removing them from the general education classroom is the best decision, and it will help to determine what placement options along the continuum are best suited for the student. It will also help to ensure that the goals and services that will be provided to the student when outside of the general education classroom are set to help the student bridge the gap of deficits. 5.) Point #6. on the Wrightslaw webpage holds implications for all school systems. How might this affect a student? Have you ever seen this type of issue in a school system? (5 pts.) With the teacher shortage that my county, like many, is facing, there is a limited amount of resources available within the school building. The most precious resource is staffing. In my own grade I share a special educator with another grade level. This has been causing issues because the special educator is regularly being pulled from my room to service another student in the other grade due to escalating behaviors. The student has been escalating because they do not have the TA/TSA that they need with them at all times. Rather than writing that there be a TA/TSA with them at all times (1:1) like they need, the special educator was required to write the IEP to state vaguely that there would be a TA/TSA so that the school is able to arrange it so they can share this adult support with another student. I am also experiencing the issue of personnel not being able to pull reading groups consistently. Both of these situations are not isolated, and unfortunately not uncommon across schools. Districts require vague terms and do not have the staff that is needed for all students to be successful within the general education classroom. I believe that with more TA/TSA that do not get pulled to be a substitute teacher, I would be seeing more growth in students as there would be more consistency of the services that allow them to successfully access their education.This lack of access and resources is ultimately causing students to not perform to their highest potential.

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