Special Education 101

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Special Education 101

• Test two
• October 14, 2004

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Least Restrictive Environment

• IDEA mandates that removal of a child with a
  disability from the regular educational
  environment should only occur if the childs
  disability is so severe that he or she cannot be
  educated in regular classes with the use of
  supplementary aides and services. (34 C.F.R.
  300.550)

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LRE

• Placement in the LRE must be based on the NEEDS
  of the student as delineated on the IEP form and
  NOT on his or her disability.
• The IEP team will fully address and complete all
  IEP components prior to determining the LRE and
  placement for the student.

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Annually determine LRE

• The removal of a student with a disability from
  the regular educational environment will be based
  on the current IEP.
• For a student who was previously removed from the
  regular educational environment, the IEP team
  will determine, at least on an annual basis
  during the review of the IEP, whether removal is
  justified based on the new IEP.

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When are placement decisions made?

• Placement decisions can be made only after the
  development of an IEP.
• Only after the IEP has been developed does the
  school have a basis for determining WHERE the
  students needs can be served.
• A school cannot decide where it will place a
  student with a disability first and then design
  his or her IEP so that the students identified
  needs and objectives are ones that can be met in
  that setting.

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Inclusion or full inclusion as an instructional
option.

• Inclusion or full inclusion is not a mandated
  least restrictive alternative in IDEA.
• LRE is the legal mandate of the IDEA.

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What factors would be considered as
inappropriate for regular classroom placement?

• When a student with a disability..
• will not receive sufficient educational benefit
  in a regular classroom, even with the provision
  of supplementary aides and services
• requires so much of the teachers time and
  attention that he or she substantially interferes
  with the learning of others
• threatens the safety of other students or poses a
  danger to himself or herself
• will require so much modification in the
  curriculum that the regular program has to be
  altered beyond recognition

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What makes a placement restrictive?

• The less like a regular classroom a placement is,
  the more restrictive it is.
• For a non-disabled student, a regular classroom
  placement has two main components
• Interaction with peers
• Attending school in the community in which he or
  she lives
• To the extent a placement alters either of these
  components , it is restrictive.

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The percent of time outside the regular classroom
determines the program model.

• The IEP for each student must state the amount of
  time the student will receive special education
  services
• Itinerant - a combination of direct and/or
  indirect special education services where the
  student is not removed from the regular education
  setting for 21 or more of the school week
• Resource special education outside of the
  regular class for at least 21 of the day but not
  more than 60
• Self Contained - special education outside of the
  regular class for more than 60 of the day

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Continuum of LRE Placement Options
Least
Most
Regular Class with support services
Self-Contained Class
Special school
Hospital/homebound/ home-based instruction
Community agency
Residential
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IEP Committee Decisions

• HOW does the students exceptionality affect
  his/her involvement and progress in the regular
  education?
• WHAT are the specially designed instructional
  needs of the student?
• HOW can the students needs be met?
• WHERE will the students specially designed
  instruction be provided?