Evaluate The Foundations Of The Least Rest Legal Concept ✓ Solved

Evaluate how the foundations of the legal concept Least Restrictive

This assignment assesses your ability to evaluate how the foundations of the legal concept Least Restrictive Environment (LRE) currently influence students and educators in classrooms in the United States, and summarize how the IDEA legislation can promote a collaborative decision-making process about special education placement and services in the United States.

The parents of Rachel Holland, an 11-year old girl, wanted their daughter educated in a general classroom with her non-disabled peers. Rachel was labeled as “mentally retarded” (Intellectually Disabled), with an Intelligence Quotient (IQ) of 44. The school district proposed an alternative schedule where she would attend separate, self-contained classes for the academic subjects and participate in non-academic classes with her non-disabled peers. Rachel’s parents were not satisfied with this option so they enrolled her in a private school while they sought mediation. This dispute, which became a major court case, is based on how the concept of the “Least Restrictive Environment” is defined and interpreted as intended by the IDEA.

According to legislation: The maximum extent appropriate, children with disabilities… are educated with children who are not disabled and special classes [or] separate schooling… [only] 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.

Rachel’s parents believed that educating their daughter in the general classroom, with her non-disabled peers, was her least restrictive environment. The school felt that they could not satisfactorily meet her needs even with supplementary aids and services. Your required reading for this week describes the details of the case, the findings of the court, and how this case has impacted the reasonable attempts that educators must make to place students with disabilities in fully inclusive settings to ensure their success.

Having heard unclear information through the school gossip chain, some of the teachers at your school have expressed questions regarding the issue of LRE. Since you have become a source of information your principal has requested that you make a presentation to the teachers at the next staff meeting.

Read the article entitled, “Where to Evaluate Rachel Holland? Does Least Restrictive Environment Mean No Restrictions?” (DeMitchell & Kearns, 1997) which is accessible from the EBSCOhost database. Using support from this article, your course textbook, the Instructor Guidance, and supplemental information derived from the discussions, you will create a presentation using Google Slides, Prezi, or PowerPoint that addresses the following components:

• Summarize the court case including each party’s perspective.
• Explain the four factors, known as the “Rachel H. test.”
• Describe how the “Rachel H. Test” is a collaborative decision-making process in determining special education placement decisions.
• Justify or dispute the court’s final ruling.
• Consider from your own experience what constitutes an appropriate setting for a student with a profile similar to Rachel H’s.
• Clarify how this decision influences today’s determination of appropriate educational settings for students with disabilities.

Written Expectations

Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission. Reference at least the two required reading sources in order to provide compelling evidence to support your ideas. Your submission must be between 12-14 slides in length not including a title and reference page. Include creative use of graphics and colors to enhance your presentation. All in-text citations, page format, and references must be written in APA 6th edition format.

Paper For Above Instructions

The concept of Least Restrictive Environment (LRE) is a fundamental principle embedded in the Individuals with Disabilities Education Act (IDEA), ensuring that students with disabilities have the opportunity to be educated alongside their non-disabled peers to the maximum extent possible. The case of Rachel Holland emphasizes the ongoing complexities surrounding LRE, highlighting the balance between a child's right to an inclusive education and the school district's responsibilities in meeting special educational needs. This paper explores the Rachel Holland case, analyzing its implications for educational practice and legislation.

Overview of the Rachel Holland Case

Rachel Holland was an 11-year-old girl diagnosed with an intellectual disability, holding an IQ of 44. Her parents advocated for her to receive education in a general classroom, believing that this environment represented her least restrictive setting. Conversely, the school district proposed a split schedule where Rachel would attend specialized classes for core subjects while integrating with non-disabled peers in non-academic subjects. The disagreement led her parents to seek mediation and ultimately enroll her in a private school, resulting in a landmark court case that questioned the interpretation of LRE.

The court ultimately sought to establish the extent to which educational institutions are required to accommodate disabled students while maintaining educational quality for all. The ruling underscored the importance of understanding 'appropriate' settings for students with disabilities.

The Rachel H. Test

The "Rachel H. Test" emerged from the ruling in this case, establishing a framework to evaluate special education placements. The test identifies four critical factors to make placement decisions:

• The nature and severity of the child's disability.
• The type of services the child requires.
• The potential benefits of an inclusive classroom versus a segregated setting.
• The impact on the educational experience of the non-disabled peers.

This test promotes a collaborative decision-making process among educators, therapists, and families to determine the best educational environment for the child. By integrating various perspectives, the Rachel H. Test aims to ensure that placements reflect the child's best interests while adhering to legal requirements.

Evaluation of the Court's Ruling

In reviewing the court’s ruling in Rachel Holland’s case, it is important to consider the balance struck between inclusion and the realities of educational capacities. On one hand, the ruling affirms the right of students with disabilities to be educated in the least restrictive settings that can adequately meet their needs. On the other hand, the court recognized that there are circumstances under which inclusive education may not be feasible or appropriate.

From my experience, an appropriate educational setting for a student with a profile similar to Rachel's hinges on several factors: the individual needs of the student, the resources available within the school, and the overall educational objectives. Schools must prioritize fostering environments where students can thrive academically and socially, whether through inclusion or specialized programs.

Influence on Current Educational Practices

The Rachel Holland case continues to resonate, shaping current practices about educational placements for students with disabilities. Schools are now required to demonstrate thorough consideration of the LRE principle and accommodate as much as possible to integrate students into general education settings. This involves rigorous planning, ongoing evaluations, and a commitment to using supplementary aids where necessary to support each student's unique needs.

As education evolves, the commitment to ensuring that special education services are provided in a manner congruent with LRE principles remains crucial. Educators must engage in continuous professional development to navigate the requirements and expectations laid out by IDEA while fostering environments conducive to learning for every student.

Conclusion

The discussion surrounding Rachel Holland's case illuminates the critical consideration of LRE within contemporary educational systems. As educators strive to find the delicate balance between inclusion and adequate support, the Rachel H. Test serves as a guiding tool for informed decision-making. By cultivating collaborative partnerships with families, schools can create educational environments that respect every child's rights while addressing their individual needs effectively.

References

• DeMitchell, T., & Kearns, G. (1997). Where to educate Rachel Holland? Does least restrictive environment mean no restrictions? Clearing House, 70(3). doi:10.1080/.1997.
• Osborne, A. G., & Russo, C. J. (2003). Special education and the law: A guide for practitioners (3rd ed.). Thousand Oaks, CA: Corwin Press.
• Edwards, C. C., & Da Fonte, A. (2012). The 5-Point Plan. Teaching Exceptional Children, 44(3), 6-13.
• Lake, J. F., & Billingsley, B. S. (2009). An Analysis of Factors that contribute to parent-school conflict in special education. Remedial and Special Education, 21(4).
• Wellner, L. (2012). Building parent trust in the special education setting. Leadership, 16-19.
• U.S. Department of Education. (n.d.). A Guide to the Individualized Education Program. Retrieved from [URL]
• Kids Together, Inc. (2010). Least Restrictive Environment. Retrieved from [URL]
• Turnbull, A. P., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2015). Exceptional lives: Special education in today's schools (8th ed.). Pearson.
• Fuchs, D., & Fuchs, L. S. (2006). Responsive Instruction: Intervention and the READER Model. Learning Disabilities Research & Practice, 21(2), 79-89.
• Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals (7th ed.). Pearson.