Read and reflect on the essential elements of the least restrictive environment.
Read and reflect on the essential elements of the Least restrictive environment from the readings. Now discuss how your three essential elements may support the development of young children with delays or disabilities. Please make specific reference to chapter 1 and the handout (Least Restrictive Environment) within your response. This is the download of the handout that’s needed to be read. also, read chapter1 from class book is Strategies for Including Children with Special Needs in Early Childhood Settings by Cook/Richardson-Gibbs/Nielsen 2ed
THE LEAST RESTRICTIVE ENVIRONMENT FOR STUDENTS WITH SPECIAL NEEDS The Individuals with Disabilities Education Act (IDEA), the federal special education law, states that children with disabilities must have a “full continuum of placement options,” and that all children should receive services in the “least restrictive environment.” BY LAUREN AGORATUS, M.A. WHAT THIS MEANS FOR STUDENTS IN SPECIAL EDUCATION Students with disabilities should have a range of options available to them to meet their needs. This could range from a typical classroom, resource room, self-contained, or out-of-district placement. It is important to note that parents are part of the team that makes the placement decision. The placement must not be made by disability category. For example, a student with intellectual/cognitive disability should not be automatically placed in class for other students with cognitive disabilities. Placement decisions must also not be made based on program categories. This means that a child with learning differences does not have to attend a special program for learning disabled children. Lastly, placement must not be done based on administrative convenience. This means that the decision is not based on the location of staff or funding. The most important consideration, however, is that children are entitled to the Least Restrictive Environment (LRE). WHAT IS THE LEAST RESTRICTIVE ENVIRONMENT? “LRE” means that the first consideration for placement must be a general education classroom in the school the child would have attended if s/he didn’t have a disability. Children have the right to a Free, Appropriate Public Education (FAPE) with their typical peers. Alternative placement should only be considered if inclu sion in the age-appropriate general education classroom cannot be successful even with the provision of appropriate supports, services, modifications, and accommodations. For behavioral issues that may impact placement issues, the district should first conduct a Functional Behavioral Assessment (FBA) as part of the evaluation process. The FBA should result in the development of Positive Behavioral Interventions and Supports (PBIS) that are included in the IEP (Individualized 42 March 2020 • EP Magazine | ep-magazine.com ep-magazine.com | EP Magazine • March 2020 43 Education Program). Often by being proactive rather than reac tive, the child can remain in the general education classroom in their home school district. Even if challenging behaviors contin ue, a manifestation determination (decision if the behavior is due to the disability) must be done prior to any change in placement. It might also be appropriate at this time to update the FBA and PBIS plan in the IEP. In fact, LRE is so important that IEP teams must consider it every year at the IEP meeting. If the child is not in their general edu cation setting, the team must consider which supports and services are needed to get him/her there. PLACEMENT CONSIDERATION Many times, families, or even districts, may think that the child with disabilities can only attend a separate school. However, research shows that inclusion is mutually beneficial for both students with and without disabilities. Both benefit academically due to the use of differentiated instructional techniques. It is important to note that if parents unilaterally place their child in a school and it is not an IEP team decision, the family is generally responsible for tuition and related services such as physical, occupational, and speech therapy. While chil dren who are unilaterally placed by their parents in a private school are not entitled to FAPE, they may receive some district services based on the plan developed by the district and the pri vate schools regarding how a portion of the district’s IDEA funds will be used (see www2.ed.gov/admins/lead/speced/privateschools/idea.pdf) The bottom line is supports and services are portable to any school or class. The indi vidual needs of each child must be considered – that’s the “I” in IEP. Even the same child can go from placements ranging from a segregated setting to full inclu sion, based on their strengths and needs at the time. Children with disabilities should be edu cated with their non-disabled peers to the maximum extent possible, and even if they are in a separate setting, they should have the opportunity to interact with their non-disabled peers in before- and after-school activi ties, clubs, etc.• ABOUT THE AUTHOR: Lauren Agoratus, M.A. is the parent of a young adult with multiple disabilities. She serves as the State Coordinator for Family Voices-NJ and as the central/southern coordinator in her state’s Family-to-Family Health Information Center. FVNJ, the NJ F2FHIC, and the FFCMH State Organization, are all housed at the SPAN Parent Advocacy Network (SPAN) at www.spanadvocacy.org PROPER PLACEMENT : RESOURCES FOR LEAST RESTRICTIVE ENVIRONMENT PARENT TRAINING AND INFORMATION CENTERS INFORMATION ON FAPE IN LRE Find Your Parent Center www.parentcenterhub.org/find-your-center Placement Options www.parentcenterhub.org/placement-overview Least Restrictive Environment www.parentcenterhub.org/placement-lre NJ COALITION FOR INCLUSIVE EDUCATION – INCLUSION www.njcie.org/inclusion SPAN PARENT ADVOCACY NETWORK Inclusion with the End in Mind https://spanadvocacy.org/inclusion-with-the-end-in… Inclusion of Children with Special Needs in After-School and Summer Programs https://spanadvocacy.org/download/inclusion-of-chi… school-and-summer-programs Fact Sheet on Inclusive Education https://spanadvocacy.org/download/inclusive education/?wpdmdl=52181&refresh=5e442a829d1e81581525634 Special Education Frequently Asked Questions Mini-Videos (see especially How Can my Child Be Included in School?, and What Can I Do if My Child Has Challenging Behaviors?) https://spanadvocacy.org/video-webinar-archive/faq… “Fair isn’t everyone getting the same thing. Fair is everyone getting what they need in order to be successful.” Copyright of Exceptional Parent is the property of TCA EP World LLC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
