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LeasteastRestrictiestrictiveveEnvironnvironmentment

DDecisionecision MMakingaking

LRE

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The IEP series…The IEP series…

The IEP Team Content of the IEP Meetings of IEP Team LRE Decision Making Children with Disabilities

Enrolled by Their Parents in Private Schools

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This module looks atThis module looks at:: Defining Least Restrictive Environment

(LRE) — Requirements (§300.114)

— Continuum of alternative placements (§300.115)

— Placements (§300.116)

— Nonacademic settings (§300.117)

Role of “Supplementary Aids and Services” in Supporting Participation of Children with Disabilities

Factors to Consider in LRE Decision Making

Resources to Support Children in the LRE

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Defining LREDefining LRE

§300.114 LRE requirements.

• To the maximum extent appropriate, children with disabilities are educated with children who are nondisabled

Each public agency must ensure that—

and…

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Defining Defining LRELRESpecial 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

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States must not use a funding mechanism that distributes funds based on the type of setting in which a child is served, if doing so leads to a violation of LRE requirements

Defining Defining LRELRE

Placement decisions must be based on a child’s unique needs and IEP, not on administrative convenience, disability/program label, or allocation of funds

Placement-Neutral Placement-Neutral FundingFunding

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More >><< Less

regular classes

…includes instruction in:

hospitals or institutions

child’s home

special schools

special classes

Continuum of Alternative PlacementsContinuum of Alternative Placements

Defining Defining LRELRE

Restrictive

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Placement decisions are made by a group of persons, including the parents, who are knowledgeable:

• about the child• the meaning of the

evaluation data• the placement options

Defining LREDefining LRE

PlacementsPlacements

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• The child’s placement is determined at least annually

• Is based on the child’s IEP

• Is as close as possible to the child's home

• Unless child’s IEP requires another arrangement, child is educated in the school that he or she would attend if nondisabled

Defining LREDefining LRE

PlacementsPlacements

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• Consideration must be given to any potential harmful effect on the child or on the quality of services that he or she needs

• A child with a disability may not be removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum

• http://www.cehd.umn.edu/nceo/Teleconferences/tele16/MNmanualOfAccommodationsPDF.pdf

Defining LREDefining LRE

PlacemenPlacementsts

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Each public agency must ensure that…

Participation in Extracurricular and Participation in Extracurricular and Nonacademic Services and ActivitiesNonacademic Services and Activities

• the child has supplementary aids and services determined appropriate and necessary by the child’s IEP Team to participate in nonacademic and extracurricular services and activities

Meals

AthleticsTransportation

Recess, clubs, and more

Defining LREDefining LRE

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Special education is not a place. It’s a set of services and supports

Where a child with a disability receives special education services is that child’s placement

The first “where” to consider is…

Summarizing LRESummarizing LRE

Compliance & monitoringCompliance & monitoringSamples and suggestions for writing appropriate LRE statement…

2012 Compliance2012 Compliance

• Describing the placement; and,• Explaining the necessity of the restrictiveness of a

placement outside of general education, based on the nature and severity of the students disability.

ClarificationClarification

• Why – Does the nature and severity of the child's disability is such that he/she must be removed from general education to receive services?

• Missing – what is the child missing from general education peers when pulled for direct special education services in the special education setting

• Match – Does the LRE match the service grid information?

Sample of Non-ComplianceSample of Non-Compliance

• Ricky will spend no less than 79% of his school day in a general education setting with his peers. He will receive the majority of his special education services in the general education setting.

Sample of ComplianceSample of Compliance

• Ricky needs intensive social skills instruction and practice in a small group situation in order to improve his ability to resolve conflict and cooperative with peers. He will receive this instruction from the social worker and EBD teacher during his study hall.

Supplementary Aids and Supplementary Aids and ServicesServices

• Examples:– Adapted equipment– Adapted materials– Special technology– Training and consultation for staff, student,

and/or parents– Peer Tutors– One:one aides

Sample of Non-ComplianceSample of Non-Compliance

• Alita may need special supplies in order to participate in classes requiring writing

Sample of ComplianceSample of Compliance

• Alita’s case manager will provide each of her regular and special education teachers with raised line paper and ¾” foam pencil grips for her to use when completing all assignments requiring writing.

For more For more information….information….MN Manual of Accomodations

Extra Curriculur Flow Chart