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.
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
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
Participates in all school functions and activities
independent may need a little support
Inclusion
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.
Instruction
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.
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
SDC or RSP
Special School
Students receive instruction for the majority of the school day in a separate public or private facility.
Instruction
Students are with typical peers
Specialized Staff
Staff are trained how to work with one of the 13 disabilities
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.
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
Instruction
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.
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.
Draw back
If not all three teachers are the same page, interaction with peers time is reduced. Challenges with the decision making process
Hospital Residency
Students receive instruction in a hospital for the majority of the school day
Reason
Students mental, physical, or health impairment
Instruction
Students on Schedule to receive individualized education
Draw back
Difficult to establish rapport with student, decision making process could be challenging on data collection, and lack of interaction with typical peers.
Collaboration with Special Education Teacher and General Education Teacher.
The facility could be private or public