Least Restrictive Environment Information for Families Senator Paul

Least Restrictive Environment Information for Families

Senator Paul Harkin, Iowa, stated “. . . we will not, in our nation, measure human beings by what they cannot do. We should, instead, value them for what they can do. ”

Let’s look at what IDEA says about Least Restrictive Environment One requirement in providing a free, appropriate public education (FAPE) for each child is to place each child with disabilities in the “least restrictive environment” (LRE)

Specifically, IDEA requires each public agency (including school districts) to ensure:

1. That 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. . .

2. That 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 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)) (34 C. F. R. 300. 550(b)(1)-(2)

“Let us put our heads together and see what life we will make for our children. ” Tatanka Iotanks Sitting Bull

Least Restrictive Environment • To the maximum extent appropriate, children with disabilities are educated with children who are not disabled.

What about a separate education? • The IEP team can identify a separate education for students but only when the nature or severity of the disability of the child is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.

In what way will we accomplish LRE for each child? • LRE Support Teams are to support schools in the least restrictive environment planning. • Our IEP teams are to become knowledgeable about LRE opportunities, supports and services • Least Restrictive Environment is to be understood by all.

A powerful message is sent to the students when the adults in the school community demonstrate the ability and the willingness to collaborate on meeting the needs of our diverse school population.

Effective teaching strategies start with awareness • Awareness level training on LRE for every staff member in our district began in December, 2002. • Connection to the MCD Annual Plan: Staff Development and Training. Emphasis here is on LRE knowledge and skills.

Our language is a powerful influence on how others see students with disabilities. Reviewing our language barriers and our language of “collaboration and cooperation” is a responsibility for families, students, and general and special educators.

LRE Site Plans to be developed collaboratively at each site Collaboratively. Let’s work in partnership to create the kinds of schools that meet the needs of all children.

Resource plan to be developed based on the analysis of the Site LRE Plans • Let’s look at using resources differently, not just getting more resources. • Let’s look at our practices and think about what we might do together.

Accessibility • The law calls for students to have access to the general education curriculum and interaction with typical peers • Collaborative teams develop: • Modifications and adaptations based on the assessed needs of the child. • Strategies for organizing regular opportunities for interaction with typical peers

Role of the Special Educators? ØAs members of collaborative teams, special educators and general educators will be able to develop service delivery models that meet the needs of the students at their school, in their school community. Collaborative practice: Building connections with general education

Role of the Resource Specialist? Ø Establish collaborative/Consultative Resource Specialist Models at local school sites Ø Lots of professional development will support this Ø We need to start to think differently about how a collaborative team might serve our children.

Special Day Classes • Establish collaborative/consultative models between special day classes and general education teachers • Staff and families work together to develop IEP’s that clearly identify opportunities and supports for students to be educated in the least restrictive environment.

We think that collaboration will allow for tremendous expertise to be shared among educators and families.

How do you participate in developing an environment that is the least restrictive? Keep your own child at the center of your thinking. This is not about educational philosophies. This about meeting your child’s needs in the LRE.

Use an action planning process. • Who is to do what and when will they do it? • Use your challenges as cues to get more creative. • Use your successes as cause for celebration.

Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has. Margaret Mead

RESOURCES FOR YOU Burrello, Leonard, etc. Educating All Students Together, 2001: Corwin Press. Capper, Colleen, etc. . Meeting the Needs of Students of ALL Abilities, 2000: Corwin Press. Gibbs, Jeanne. Tribes, 2000: Center Source Systems. Halvorsen, Ann, etc. Building Inclusive Schools, 2001: Allyn & Bacon. Tomlinson, Carol. The Differentiated Classroom, 1999: ASCD