The Least Restrictive Environment is defined by IDEA as:
"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 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 of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” 20 U.S.C § 1412(a)(5)(A).
In other words, the Least Restrictive Environment (LRE) is the educational setting that is deemed to foster the most success for students with disabilities. There are many components and things to consider when finding the LRE for each student. This can include:
This list is not exhaustive, but it does show that deciding the LRE for a student with a disability is not simple or easy. Placing the student in their LRE is not only the law, but will also ensure that they are receiving the best possible education. The impact of the educational setting is huge and can benefit, or really hinder the student's success.
- The educational benefit of the child.
- The educational benefit of the other children in the environment.
- Supplemental aids and support services needed
- IEP requirements
"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 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 of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” 20 U.S.C § 1412(a)(5)(A).
In other words, the Least Restrictive Environment (LRE) is the educational setting that is deemed to foster the most success for students with disabilities. There are many components and things to consider when finding the LRE for each student. This can include:
This list is not exhaustive, but it does show that deciding the LRE for a student with a disability is not simple or easy. Placing the student in their LRE is not only the law, but will also ensure that they are receiving the best possible education. The impact of the educational setting is huge and can benefit, or really hinder the student's success.
- The educational benefit of the child.
- The educational benefit of the other children in the environment.
- Supplemental aids and support services needed
- IEP requirements
https://www.special-education-degree.net/what-are-inclusive-special-education-programs/
I think of inclusion as a scale. The higher up on the scale the situation is, the closer it is to inclusion.
The image above also shows three other organizations of classrooms on the "inclusion scale" that I see in my head. The green dots signify the general education students, or students without disabilities, and the colorful dots represent the students with disabilities. I really like how this image uses different color dots to represent students with disabilities, because every student is different, and could have a much different disability. A student with dyslexia looks and will have an entirely different set of needs compared to a student with Emotional Behavior Disorder.
Inclusion involves incorporating all levels of ability in the same classroom. As seen in the image above, all of the colored dots are well-mixed within the green dots. In an inclusion classroom, the curriculum is targeted at all of the students, not just the middle of the pack. Every student in an inclusion classroom is supported for success, and then those students who meet the intended standard can then be challenged and stimulated by deeper concepts. Inclusion also acknowledges that every student is valuable, and will positively impact the classroom community. Every student learns in a unique way, and may have different needs and accommodations, but they all have a right to be included.
Moving down on my handy-dandy inclusion scale is integration. The picture suggests that the students with disabilities learn among general education students, but there is still a clear boundary that separates the two categories. These boundaries could be more obvious, like pull-out or push-in programs, being aided by a paraprofessional, or the way they are treated by the teacher. They can also be less apparent, such as having IEPs, and learning from alternative curriculum standards. Either way, the students with disabilities are not completely dispersed within the classroom. These barriers only really matter, in my opinion, when they effect the way the teacher thinks of the student, and the way other peers think of the student with the disability.
Segregation is another step away from inclusion. The image suggests that the students with disabilities are being educated, but they are in self-contained classrooms with other students with disabilities. These classrooms are run by a special education teacher, and could either be in a school with general education classrooms, or in a school that caters specifically to students with disabilities. If these segregated classrooms are in a school that also has general education, the students are usually far removed from the children without disabilities. This could create negative feelings towards students with disabilities in the general education students as we discussed in class on Thursday.
There are benefits and drawbacks to all three of these organizations. It is impossible to label one as "good" or "bad"--it all really depends on the individual student.
Segregation is another step away from inclusion. The image suggests that the students with disabilities are being educated, but they are in self-contained classrooms with other students with disabilities. These classrooms are run by a special education teacher, and could either be in a school with general education classrooms, or in a school that caters specifically to students with disabilities. If these segregated classrooms are in a school that also has general education, the students are usually far removed from the children without disabilities. This could create negative feelings towards students with disabilities in the general education students as we discussed in class on Thursday.
There are benefits and drawbacks to all three of these organizations. It is impossible to label one as "good" or "bad"--it all really depends on the individual student.
Exclusion is the opposite of inclusion. In an exclusion classroom, students who receive special education services are not included in education at all. This could imply institutionalization, or refusing to educate students with disabilities. Obviously this is extremely wrong, and also against the law, but it is another way education has been done in the past.
In terms of my own opinion, I really like the idea of being as inclusive as possible, but I understand that inclusion may not be appropriate in all situations. Tying in a classroom design, like UDL, where all students are being involved in all of the content makes inclusion seem really doable. There are also so many benefits of inclusion for the students without disabilities. Inclusion can also be used to ignite social change. Just think of how open-minded future generations will be if they were exposed to other who may be different from them.
A student's LRE, and their place within a general education context, ensure that the student will be able to successfully access the curriculum and learning standards. The inclusion debate is complicated and often heated, but what really matters is that the student's environment is not restrictive of their learning and development.
In terms of my own opinion, I really like the idea of being as inclusive as possible, but I understand that inclusion may not be appropriate in all situations. Tying in a classroom design, like UDL, where all students are being involved in all of the content makes inclusion seem really doable. There are also so many benefits of inclusion for the students without disabilities. Inclusion can also be used to ignite social change. Just think of how open-minded future generations will be if they were exposed to other who may be different from them.
A student's LRE, and their place within a general education context, ensure that the student will be able to successfully access the curriculum and learning standards. The inclusion debate is complicated and often heated, but what really matters is that the student's environment is not restrictive of their learning and development.
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