In the Individuals with Disabilities Education Act (IDEA) the least restrictive environment (LRE) is the general education classroom with access to peers without disabilities. If a student needs a more restrictive environment or placement because of their unique situation or needs then it’s a Free Appropriate Public Education (FAPE) discussion. Parents need to remember the LRE is in the general education setting or classroom.
IDEA Requires that School Districts Provide Both a Free Appropriate Public Education and in the Least Restrictive Environment
When making placement decisions priority must be given to placement in the general education classroom with any necessary supplemental aids and services to make that placement successful. When an IEP committee suggests a student be removed from the general education setting the IEP committee must show that the removal of the student to a different setting can only occur if the IEP committee determines that the nature or severity of the student’s disability is such that education in regular or general education classes, even with the use of supplementary aids and services, cannot be achieved satisfactorily. In other words, IEP committees must provide the data to show that the student could not be educated in the general education classroom satisfactorily even with the use of supplementary aids and services. Parents please remember to ask for the data that supports removal of your child to a more restrictive setting. In making a placement determination, priority must be given to placement in the regular classroom with any necessary supplemental aids and services to make that placement successful. Only after the LRE which is the general education classroom is considered should districts move to more restrictive placement options.
There is an abundant amount of research that demonstrates that students with disabilities can achieve considerable educational benefit from access to the general education curriculum and placement in general education classes with supplementary aids and services. Examples of supplementary aids & services include modified curriculum, resource rooms, and inclusion services. In addition, research also supports the finding that when students with and without disabilities spend time together, all students benefit linking a positive correlation between academic achievement and inclusion.
So now what does LRE during COVID look like for students….It is important to remember that the COVID-19 pandemic has not changed a student’s to rights to LRE but has changed how school districts operate. No student rights have been waived at the federal or state level due to the COVID-19 pandemic. Operational changes now require school systems to determine how they will maintain each student’s LRE.
Below are examples of learning/operational models being implemented as a result of the COVID-19 pandemic.
Distance Learning-Use of distance/remote platforms for educational services. Student remains home every day of the week.
Hybrid-Students follow an alternating schedule to reduce the number of students on campus & in each classroom. Students will report to school 2-3 days a week & will use virtual platforms at home the remaining days of the week.
Traditional-Students report to school every day of the week.
Regardless of whether a student with an IEP receives learning from home, at school, or in a hybrid model that includes both, FAPE in the Least Restrictive Environment is a protected right under IDEA.
TIP: Ask what general education looks like for students in the environment of distance, hybrid, and in person learning and how a special education student is supported to access what all students are receiving.
LRE does not mean students with disabilities are on their own.