Least Restrictive Environment
Least Restrictive Environment
What is the Least Restrictive Environment?
A Common Misconception
The concept of LRE is commonly misunderstood as nothing more than a black-and-white distinction between the general education and special education settings. This leads educators to the mistaken assumption that placing a student in a particular setting will automatically provide that student with their LRE.
LRE Is More Than "Where"
However, LRE is more than a place; it is a package of supports. Regardless of what setting the student is placed in, there are still a range of LRE options available to the IEP team. Supports that IDEA 2004 refers to as "supplementary aids and services" (e.g., accommodations or modifications, assistive technology (AT), paraprofessional support) are key to ensuring that students with disabilities can receive FAPE while maximizing their independence.
For example, for a student who needs to read grade-level text in a general education class, paraprofessional support would be considered more restrictive than text-to-speech software. The student's location doesn't change, but the environment is more or less restrictive depending on the supports provided.
But "Where" Is Important
Consideration of setting is important to LRE, and removal from the general education setting may occur only if the student's educational needs are such that instruction in a general education classroom—with the support of supplementary aids and services—cannot reasonably provide the student with a meaningful educational benefit. Providing instruction in the general education setting with typically developing students has been shown to improve learning outcomes for students with disabilities.
Components for Compliance
(1) Where instruction will take place
Specialized instruction can be provided in a variety of formats (e.g., pull-out instruction in a resource room, co-teaching or push-in instruction in a general education classroom, etc.).
(2) What the student will be missing
The specific classes and activities that the student will not participate in so that they may receive their specialized instruction.
(3) Why is this the student’s LRE?
The explanation needs to be more specific than, “Because his skills are discrepant from peers, Johnny will receive…" Thorough rationales explain the features of specialized instruction that (1) are necessary for the student and (2) cannot be reasonably offered in a less restrictive setting.
LRE Examples
On [date], CHLD's IEP team met for their annual IEP meeting and agreed to continue a Setting III placement for CHLD. CHLD requires specialized instruction due to significant [developmental delays/health needs/emotional regulation, etc]. They require a high level of support to access learning activities. CHLD needs all of their lessons adapted and a small group setting for all education tasks. CHLD will have assistance to participate in all classroom activities. A self-contained classroom, such as the setting III [917 program], is the least restrictive setting for CHLD to practice their academic skills and access the curriculum. CHLD has the opportunity to participate with peers without disabilities on various days during [lunch/choir/library, etc.].
On [date], CHLD's IEP team met for their annual IEP meeting and agreed to placement at [program], a federal setting 4 program. CHLD’s IEP team agreed that they would benefit from a small setting, with a high staff-to-student ratio, significant structure, and staff trained in crisis intervention, prevention, and de-escalation techniques, due to a significant degree of dysregulation, unsafe behaviors, and self-harm. CHLD will be in a classroom with students with special education needs, and will not be in classes with students without disabilities. CHLD will be able to participate with students in extracurricular activities through their home district.
On [date], CHLD’s IEP team met and discussed beginning a transition to a less restrictive environment and attending [home district school] part-time. CHLD's day will consist of a blended schedule between [917 program] (ISD 917) and [home district school] (district). CHLD will be in a classroom with students with disabilities at [917 program] (ISD 917) and [home district school] (district). CHLD will continue to benefit from attending a portion of their day at a Federal 4 setting. While at [917 program], CHLD will attend classes in the core areas of [Content Areas]. While at [home district school], CHLD will attend classes in math, social skills, life skills, and DAPE. [917 program] is a highly structured program during which students are supervised, and there is a high staff-to-student ratio. At the meeting on [date], the team decided that CHLD will continue to benefit from a Federal Setting 4 program because their current skills are discrepant from same-age peers in a general education environment. In addition, their needs are in [Needs from the evaluation]. The Intermediate School District 917 Federal Setting 4 program would continue to best meet [Student]'s needs, blended with time spent at[home district school] (district). CHLD will be able to participate with students in extracurricular activities through their home district.
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On [date], CHLD's IEP team met for their annual IEP meeting and agreed to continue a Setting III placement for CHLD. CHLD requires specialized instruction due to significant [developmental delays/health needs/emotional regulation, etc]. They require a high level of support to access learning activities. CHLD needs all of their lessons adapted and a small group setting for all education tasks. CHLD will have assistance to participate in all classroom activities. A self-contained classroom, such as the setting III [917 program], is the least restrictive setting for CHLD to practice their academic skills and access the curriculum. CHLD has the opportunity to participate with peers without disabilities on various days during [lunch/choir/library, etc.].
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On [date], CHLD's IEP team met for their annual IEP meeting and agreed to placement at [program], a federal setting 4 program. CHLD’s IEP team agreed that they would benefit from a small setting, with a high staff-to-student ratio, significant structure, and staff trained in crisis intervention, prevention, and de-escalation techniques, due to a significant degree of dysregulation, unsafe behaviors, and self-harm. CHLD will be in a classroom with students with special education needs, and will not be in classes with students without disabilities. CHLD will be able to participate with students in extracurricular activities through their home district.
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On [date], CHLD’s IEP team met and discussed beginning a transition to a less restrictive environment and attending [home district school] part-time. CHLD's day will consist of a blended schedule between [917 program] (ISD 917) and [home district school] (district). CHLD will be in a classroom with students with disabilities at [917 program] (ISD 917) and [home district school] (district). CHLD will continue to benefit from attending a portion of their day at a Federal 4 setting. While at [917 program], CHLD will attend classes in the core areas of [Content Areas]. While at [home district school], CHLD will attend classes in math, social skills, life skills, and DAPE. [917 program] is a highly structured program during which students are supervised, and there is a high staff-to-student ratio. At the meeting on [date], the team decided that CHLD will continue to benefit from a Federal Setting 4 program because their current skills are discrepant from same-age peers in a general education environment. In addition, their needs are in [Needs from the evaluation]. The Intermediate School District 917 Federal Setting 4 program would continue to best meet [Student]'s needs, blended with time spent at[home district school] (district). CHLD will be able to participate with students in extracurricular activities through their home district.
Altered School Day
If a student has an altered school day, check the box and explain the team’s reasoning when they decided an altered school day was most appropriate for the student. Also include the schedule that the student will be following.
Example 1: Due to [Student]'s seizure disorder, [Student] experiences a high number of seizures in the morning. The IEP team agreed that [Student] will have a delayed school start time of 10:00 for safety and to increase [Student]'s ability to actively engage while at school. [Student] will attend school from 10:00-2:45 daily, and their schedule will include: Math, Language Arts, Science, Lunch, Recess, and Transition Strategies.
Example 2: [Student] has been receiving 1 hour/day of homebound services for over a year. In order to give [Student] time to adjust to being back at in-person school, the IEP team agreed to a shortened day upon intake. [Student] will attend school from 7:45-11:30, and their schedule will include: Breakfast, Morning Meeting, DAPE/PE, Math, Reading, Social Skills, and lunch. The IEP team will reconvene in 6-8 weeks to review progress and determine an appropriate school day for [Student]