Least Restrictive Environment LRE

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Least Restrictive Environment LRE

Least restrictive environment (LRE) is a guiding principle in the Individuals with Disabilities Education Act (IDEA). LRE plays a critical role in determining not only where a student will spend her time in school but also how special education services will be provided.

Hospital Residency

Students receive instruction in a hospital for the majority of the school day

Students mental, physical, or health impairment

The facility could be private or public

Collaboration with Special Education Teacher and General Education Teacher.

Students on Schedule to receive individualized education

Difficult to establish rapport with student, decision making process could be challenging on data collection, and lack of interaction with typical peers.

Homebound

Students receive education from home majority of the day. Are on set schedule to attended school.

Reason

The student could have serve mental. physical challenges or health challenges

SDC or RSP in- addition to homebound teacher

The homebound teacher will collaborate with both the special education teacher and general education teacher to provide additional support and lessons at home.

If not all three teachers are the same page, interaction with peers time is reduced. Challenges with the decision making process

Individualized instruction per a schedule convenient to the student’s needs Consultation and collaboration with the general and special education teachers to plan and provide instruction.

Special School

Students receive instruction for the majority of the school day in a separate public or private facility.

The school is designed for the that disability

Drawback

The lack of being with typical peers. In-addition to the school might be to far where the student will have to take on residency. Primary concern is the cost and well being of the child. Also parent participation could change drastically.

Specialized Staff

Staff are trained how to work with one of the 13 disabilities

Students are with typical peers

Special Education Classroom

Students receive instruction in a special education classroom for a portion of their school day. The student could be in either SDC or RSP. Students will be with a-typical peers and typical peers. Students will receive accommodations and modifications in their general education classroom.

SDC or RSP

Included in art, music, physical education,

Collaborations with Special Education Teacher on how to support students

No two children are like one child might need academic support and another might need behavior

Differential Instruction, pull out, and individual one to one. The general education teacher will collaborate with the I.E.P. team/and Special Education Team.

Draw Back

During Pull out the student could miss out on activity, teacher could have negative attitude towards the student or staff who is support the student. Lack of communication between the general education teacher, special teacher, and para could occur. Lack of training and experience from the general education teacher. The teacher might rush the student along instead of explaining the material at the students zone of proximal development. May not understand students accommodations and modifications. The teacher might not grade them according to their accommodations.

General Education

Receives Education in the general education classroom with modifications and accommodations. Instruction is supported with materials and universal equipment. Teacher would collaborate with I.E.P. team and parent. In full inclusion with typical peers.

Instruction

Inclusion

Participates in all school functions and activities

independent may need a little support

Differential Instruction could be individualized, small group, or whole group.

Draw back

Could be at fast pace, pull out could be an issue, the teacher may lack of experience and training with working exceptional children. In addition to bullying