L east R estrictive E nvironment

1. LeastRestrictiveEnvironment L R E DecisionMaking

2. 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

3. This 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

4. Defining LRE Each public agency must ensure that— • To the maximum extent appropriate, children with disabilities are educated with children who are nondisabled and… §300.114 LRE requirements.

5. Defining LRE Special 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

6. Defining LRE Placement-Neutral Funding 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 Placement decisions must be based on a child’s unique needs and IEP, not on administrative convenience, disability/program label, or allocation of funds

7. Defining LRE Continuum of Alternative Placements …includes instruction in: special classes child’s home regular classes special schools hospitals or institutions << Less More >> Restrictive

8. Defining LRE Placement decisions are made by a group of persons, including the parents, who are knowledgeable: Placements • about the child • the meaning of the evaluation data • the placement options

9. Defining LRE Placements • 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

10. Defining LRE • 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 Placements

11. Defining LRE Participation in Extracurricular and Nonacademic Services and Activities Each public agency must ensure that… Meals Recess, clubs, and more Transportation Athletics • 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

12. Summarizing LRE Special education is not a place. It’s a set of services and supports The first “where” to consider is… Where a child with a disability receives special education services is that child’s placement

13. Samples and suggestions for writing appropriate LRE statement… Compliance & monitoring

14. 2012 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.

15. Clarification • 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?

16. Sample 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.

17. Sample 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.

18. Supplementary Aids and Services • Examples: • Adapted equipment • Adapted materials • Special technology • Training and consultation for staff, student, and/or parents • Peer Tutors • One:one aides

19. Sample of Non-Compliance • Alita may need special supplies in order to participate in classes requiring writing

20. Sample 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.

21. For more information…. Click here to complete the module and receive your CEU. • Module Survey MN Manual of Accomodations Extra Curriculur Flow Chart