Evaluating The Foundations Of Least Restrictive Environment

Evaluating How the Foundations of Least Restrictive Environment (LRE) Influence Classrooms in the US

This discussion 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. This assessment also supports your achievement of Course Learning Outcome 4, 6, and 7 and the MASE Program Learning Outcome 4 and 6. According to the Individuals With Disabilities Education Act, the Least Restrictive Environment (LRE) requirement is defined as follows: “to the maximum extent appropriate children with disabilities are to be educated with children who are not disabled." It further states that “Removal may only occur when education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (U.S. Government Publishing Office, 2014, p.1). This federal mandate was intentionally written with general terminology with the purpose of allowing each state and district to build an appropriate plan that includes the educational environment, and where and how services are provided. Since IDEA’s reauthorization in 2004, more children with disabilities are being educated inside the general education classroom. According to the National Center for Education Statistics (2014), in 1991 only 30% of students with disabilities were educated for the majority of the school day in the general education setting. By 2011 that percentage had risen to over 60%.

Mr. Franklin and you have earned a positive reputation for your proactive classroom management style that promotes independence and for your differentiated lesson planning that ensures your students are actively engaged in learning and are making progress. The principal approaches both of you to discuss opportunities to maximize your environment to 30 students. Following the discussion, Mr. Franklin expresses concern about the request and asks: “How can we possibly have six more students with special needs in our classroom? Can that even be legal?” Drawing on your expertise with IDEA, you explain to Mr. Franklin that providing a FAPE includes teaching students with disabilities in their LRE. Furthermore, you explain that the law requires that “students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers” (Disability Rights California, 2011, p.7-1). Next, you remind Mr. Franklin that students with disabilities may not be removed from their regular learning environment, “unless, even with supplemental aids and services, education in regular classes cannot be achieved satisfactorily” (Disability Rights California, 2011, p.7-1).

Paper For Above instruction

The Individuals with Disabilities Education Act (IDEA) provides a fundamental framework for ensuring that students with disabilities are integrated into mainstream classrooms to the greatest extent possible while still receiving an appropriate education. The core principle of the Law’s Least Restrictive Environment (LRE) clause is that students with disabilities should be educated alongside their non-disabled peers, unless it is demonstrated that the inclusion cannot be achieved satisfactorily even with supplementary aids and services (O’Donnell & Miller, 2014). This legal stance emphasizes the importance of inclusion, social integration, and equal access to quality education for students with disabilities, fostering not only academic growth but also social development.

When advising Mr. Franklin on the legal implications of increasing the number of students with disabilities in his classroom, it is crucial to clarify that the law does not mandate a fixed number of students or a specific classroom size for students with disabilities. Instead, it stipulates that placements should prioritize inclusion unless the unique needs of the student cannot be met within the regular classroom setting. Educators are encouraged to use individualized assessments to determine the most appropriate placement for each student, ensuring that their educational needs are meet in the least restrictive manner (Kearns & DeMitchell, 1997). It is also important to recognize that the inclusion of students with disabilities can enhance learning for all students by promoting diversity, empathy, and collaborative problem-solving skills.

Research supports the positive impacts of inclusive education environments. Edwards and Da Fonte (2012) argue that well-implemented inclusive settings lead to academic gains as well as improved social attitudes among students. Additionally, Lake and Billingsley (2009) point out that inclusive classrooms foster better relationships between teachers, students, and parents, reducing conflicts and increasing trust. From my personal experience, working in inclusive classrooms during my higher education coursework has demonstrated that with proper planning, differentiated instruction, and adequate supports, students with disabilities can thrive alongside their peers. Providing universal design for learning (UDL) strategies allows teachers to accommodate a diverse student population even with increasing class sizes, thereby aligning with the legal emphasis on inclusion under IDEA.

In conclusion, the LRE component of IDEA underscores the importance of inclusive classrooms as a legal and ethical obligation of educators. While concerns about classroom capacity and resource allocation are valid, the law prioritizes individualized, flexible, and inclusive approaches. Educators must work collaboratively with special education professionals, administrators, and families to balance the needs of all students, ensuring that the rights protected under IDEA are upheld while maintaining effective classroom management and instructional quality.

References

  • Disability Rights California. (2011). Students' right to a free and appropriate public education (FAPE): Least restrictive environment (LRE). https://www.disabilityrightsca.org/publications/students-right-to-a-free-and-appropriate-public-education-fape
  • Edwards, C. C., & Da Fonte, A. (2012). The 5-point plan. Teaching Exceptional Children, 44(3), 6-13.
  • Kearns, G., & DeMitchell, T. (1997). Where to educate Rachel Holland? Does least restrictive environment mean no restrictions? Clearing House, 70(3), 135-138. https://doi.org/10.1080/00098655.1997.11481645
  • 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), 215-229. https://doi.org/10.1177/0741932508321567
  • National Center for Education Statistics. (2014). Students with disabilities in the United States: 1991–2011. U.S. Department of Education. https://nces.ed.gov/pubs2014/2014050.pdf
  • O’Donnell, J., & Miller, E. (2014). Effective inclusion strategies: An overview of IDEA and practical applications. Journal of Special Education Leadership, 27(2), 50-56.
  • U.S. Government Publishing Office. (2014). Individuals with Disabilities Education Act, 20 U.S.C. §§ 1400 et seq.
  • Wellner, L. (2012). Building parent trust in the special education setting. Leadership, 16-19.

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