Least Restrictive Environment Information for Families we will

Least Restrictive Environment Information for Families

“. . . 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? • Child Study Teams are to support schools in the least restrictive environment planning. • Our IEP teams are knowledgeable about LRE opportunities, supports and services • Least Restrictive Environment is to be understood by everyone in the district.

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 during the 2012 -2013 school year • Partnership with the NJDOE and consultants to provide Staff Development and Training. Emphasis here is on LRE knowledge and skills.

Inclusion opportunities are offered at every Irvington school Collaboratively we plan to meet the needs of all children in our Irvington schools with supports.

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

Role of the Special Educators? As 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

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.

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