Guidance for LRE Decision Making
Considering LRE in Placement Decisions
Least restrictive environment, or LRE as it is more commonly called, is one of several vital components in the development of a child’s Individual Education Program (IEP) and plays a critical role, influencing where a child spends his or her time at school, how services are provided, and the relationships the child develops within the school and community. Indeed, LRE is a foundational element in building an appropriate IEP that can improve outcomes for a child with disabilities—in school and in life.
Prior to addressing the Least Restrictive Environment the IEP team will have discussed and documented the student’s present levels of functioning, including how the student’s disability affects his/her involvement and progress in the general curriculum and have written the student’s goals (short-term objectives for students taking alternate assessment based on alternate achievement standards).
Prior to addressing the Least Restrictive Environment the IEP team will have discussed and documented the student’s present levels of functioning, including how the student’s disability affects his/her involvement and progress in the general curriculum and have written the student’s goals (short-term objectives for students taking alternate assessment based on alternate achievement standards).
Resources
Questions to Guide IEP Teams with LRE Decision Making.
How can the student’s IEP goals be met in the general education setting?
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How can the student’s learning time in the core curriculum be maximized, including accommodations, modifications, and adaptations?
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What supplementary aids and related services, including behavioral supports and assistive technology, does the student need to access the core curriculum?
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How will progress be monitored and analyzed to ensure educational benefit?
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What additional strategies, activities, and settings will provide opportunity for peer interaction and social skill training with general education peers?
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For those goals that cannot be addressed in the general education setting, which special education or community setting will be the least restrictive environment?
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How can staff, parents, and peers receive training and professional development?
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How will the IEP team members communicate and collaborate between annual IEP team meetings?
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