Least Restrictive Environment Information for Families

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Least Restrictive EnvironmentInformation for
Families
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Senator Paul Harkin, Iowa, stated. . .we will
not, in our nation, measure human beings by what
they cannot do. We should, instead, value them
for what they can do.
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Lets look at what IDEA says about Least
Restrictive EnvironmentOne requirement in
providing a free, appropriate public education
(FAPE) for each child is to place each child with
disabilities in the least restrictive
environment (LRE)
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Specifically, IDEA requires each public agency
(including school districts) to ensure
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1. That to the maximum extent appropriate,
children with disabilities, including children in
public or private institutions or other care
facilities, are educated with children who are
not disabled and. . .
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2. That special classes, separate schooling or
other removal of children with disabilities from
the regular educational environment occurs only
when 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. (20U.S.C. 1412(a)(5))
(34C.F.R. 300.550(b)(1)-(2)
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Let us put our heads together and see what life
we will make for our children. Tatanka
Iotanks Sitting Bull
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Least Restrictive Environment

• To the maximum extent appropriate, children with
  disabilities are educated with children who are
  not disabled.

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What about a separate education?

• The IEP team can identify a separate education
  for students but only when the nature or severity
  of the disability of the child is such that
  education in general education classes with the
  use of supplementary aids and services cannot be
  achieved satisfactorily.

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In what way will we accomplish LRE for each child?

• LRE Support Teams are to support schools in the
  least restrictive environment planning.
• Our IEP teams are to become knowledgeable about
  LRE opportunities, supports and services
• Least Restrictive Environment is to be understood
  by all.

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A powerful message is sent to the students when
the adults in the school community demonstrate
the ability and the willingness to collaborate on
meeting the needs of our diverse school
population.
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Effective teaching strategies start with
awareness

• Awareness level training on LRE for every staff
  member in our district began in December, 2002.
• Connection to the MCD Annual Plan Staff
  Development and Training. Emphasis here is on
  LRE knowledge and skills.

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Our language is a powerful influence on how
others see students with disabilities. Reviewing
our language barriers and our language of
collaboration and cooperation is a
responsibility for families, students, and
general and special educators.
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LRE Site Plans to be developed collaboratively at
each site

• Collaboratively. Collaboratively.
  Collaboratively.
• Lets work in partnership to create the kinds of
  schools that meet the needs of all children.

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Resource plan to be developed based on the
analysis of the Site LRE Plans

• Lets look at using resources differently, not
  just getting more resources.
• Lets look at our practices and think about what
  we might do together.

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Accessibility

• The law calls for students to have access to the
  general education curriculum and interaction with
  typical peers
• Collaborative teams develop
• Modifications and adaptations based on the
  assessed needs of the child.
• Strategies for organizing regular opportunities
  for interaction with typical peers

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Role of the Special Educators?

• As members of collaborative teams, special
  educators and general educators will be able to
  develop service delivery models that meet the
  needs of the students at their school, in their
  school community.

Collaborative practice Building connections with
general education
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Role of the Resource Specialist?

• Establish collaborative/Consultative
  Resource Specialist Models at local school sites
• Lots of professional development will support
  this
• We need to start to think differently about how a
  collaborative team might serve
  our children.

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Special Day Classes

• Establish collaborative/consultative models
  between special day classes and general education
  teachers
• Staff and families work together to
  develop IEPs that clearly identify
  opportunities and supports
  for students to be
  educated in the least restrictive
  environment.

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We think that collaboration will allow for
tremendous expertise to be shared among educators
and families.
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How do you participate in developing
an environment that is the least
restrictive? Keep your own child at the center of
your thinking.
This is not about educational philosophies. This
about meeting your childs needs in the LRE.
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Use an action planning process.

• Who is to do what and when will they do it?
• Use your challenges as cues to get more creative.
• Use your successes as cause for celebration.

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Never doubt that a small group of thoughtful,
committed people can change the world.Indeed,
it is the only thing that ever has.Margaret Mead
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RESOURCES FOR YOU
Burrello, Leonard, etc. Educating All Students
Together, 2001 Corwin Press. Capper, Colleen,
etc.. Meeting the Needs of Students of
ALL Abilities, 2000 Corwin Press. Gibbs,
Jeanne. Tribes, 2000 Center Source
Systems. Halvorsen, Ann, etc. Building Inclusive
Schools, 2001 Allyn Bacon. Tomlinson, Carol.
The Differentiated Classroom, 1999ASCD