Let’s Talk About: The Least Restrictive Environment (LRE)

Least Restrictive Environment, Mainstreaming, Full Inclusion… have you heard these words in the special education and special needs community? 

There seems to be a national push from parent organizations for inclusion, the least restrictive environment, and services in the General Education setting. But there are many misunderstandings around LRE.  LRE does not mean General Education. 

LRE is a principle that guides your child’s educational program. It is not a place. 

LRE is the requirement in federal law that students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers and that special education students are not removed from regular classes unless, even with supplemental aids and services, education in regular classes cannot be achieved satisfactorily. [20 United States Code (U.S.C.) Sec.1412(a)(5)(A); 34 Code of Federal Regulations (C.F.R.) Sec.300.114.]

The law is intended to provide the least restrictive environment for your child’s specific needs. The consideration must address the child's unique needs and how they access their education. 

LRE is not mainstreaming or integration. It is a form of meaningful inclusion in which a child participates in the classroom, lessons, social community, and extracurricular activities. 

IDEA does not define “Mainstreaming,” “Integration,” or “Full Inclusion.” The general understanding in the education community is that Mainstreaming is considered the placement of a student with disabilities into the activities of regular education classrooms so that the child receives education with nondisabled peers.  Integration refers to placing students in special education classes on integrated school sites. Integration maximizes interaction between students with disabilities and nondisabled peers.  Full Inclusion refers to the total integration of a student with disabilities into the regular education program - with special support. The student’s primary placement is in the regular education class. 

There are critical factors that must be considered when deciding on a student’s LRE:

1. Educational Benefit

2. There must be an educational benefit. Will the student make more progress on academic IEP goals in a special class or regular class?

3. Non-Academic Benefits

4. What are the non-academic benefits of interaction with children who are not disabled? These may include incidental learning, modeling, friendships, and social cognition skills.

5. Disruption or Time

6. What are the effects of the student with disabilities on the teacher and the other students in the classroom regarding disruptive behavior and/or undue consumption of the teacher’s time?  Yes, the federal law does say this has to be considered. “The regulations do recognize that the nature or severity of a student’s disability may justify removal of a student from the regular class, particularly when the student disrupts other students. However, total removal from the regular education environment may not be warranted. The district should still provide opportunities for interaction with nondisabled peers in extra-curricular or nonacademic settings when appropriate.” [34 C.F.R. Sec. 300.117.]

The IEP team should consider placements that encourage natural interaction with nondisabled peers.  

What is inclusion?

“Successful authentic inclusion is measured by one’s level of appropriate participation. It is not being tolerated! It is not about being embedded in the same room.  It is about being a VALUED member of the community who is treated fairly and respectfully and has equal access to opportunities and resources. Inclusion secures opportunities to learn incidentally and contribute fully to the group’s success.  IT REQUIRES PLANNING AND DESIGNING of individualized accommodations and allowing for modifications. The opposite of inclusion is not just exclusion, it is APATHY.”      - Dr. Marie Lewis, RN, PhD, BCEA - 2008

So, when sitting at the IEP table discussing your child’s educational placement and services, keep their educational needs and unique circumstances at the front of the discussion. “This is what we offer here” is not the answer. Return discussions to your child’s specific needs, strengths, and abilities. With these things at the forefront of everyone’s minds, the team should be able to develop appropriate placement and services.