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What is Least Restrictive Environment (LRE)

Chapter 5
Cultivating Inclusive Practices in Contemporary K-12 Education
Part of IDEA that requires that all SWDs be taught in an educational environment that best fits their learning ability. For some, this may be the general education classroom. For others, this is a self-contained classroom comprising only a few students with similar disabilities, a paraprofessional aide, and a teacher.
Published in Chapter:
Inclusionary Practices Within the Middle and High School Educational Environments
Pam L. Epler (Grand Canyon University, USA)
Copyright: © 2019 |Pages: 29
DOI: 10.4018/978-1-5225-5727-2.ch005
Abstract
This chapter is designed to inform and educate 6th- through 12th-grade teachers and administrators about inclusionary practices within the middle and high school educational environments. This chapter is divided into three sections. The first section provides a definition of inclusion. The second section discusses the benefits and challenges associated with implementing inclusion within middle and high school educational environments for both students with identified special learning needs and students without special needs. The last section investigates what can be done to overcome the challenges so that a better learning experience is had by all stakeholders, including students, teachers, and parents.
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Chapter 2
English Language Learners With Disabilities: The Importance of Culturally Responsive Teaching
A federal requirement that allows students with disabilities to be educated alongside non-disabled or typically developing peers as much as possible.
Published in Chapter: English Language Learners With Disabilities: The Importance of Culturally Responsive Teaching; From: Promoting Diversity, Equity, and Inclusion in Language Learning Environments
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Chapter 12
Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning
The principle of the Individuals with Disabilities Education Act that indicates that children with disabilities, to the maximum extent appropriate, should be educated with children who are not disabled. Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment should occur only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Published in Chapter: Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning; From: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles
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Chapter 12
Case Study Analysis of an Adaptive Academic School Service Delivery Model With Multiple Disabilities/Handicapped Students
Educational environment in which the student with a disability will be educated. It can be in a general education classroom, a resource room, a self-contained classroom, an alternative school, or at home. The LRE must best fit the student’s academic and behavioral needs.
Published in Chapter: Case Study Analysis of an Adaptive Academic School Service Delivery Model With Multiple Disabilities/Handicapped Students; From: Cases on Service Delivery in Special Education Programs
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Chapter 9
My Lens My Influence
A legal requirement of FAPE that identifies educational placement for students with disabilities to receive appropriate education alongside their nondisabled peers.
Published in Chapter: My Lens My Influence; From: Supporting Activist Practices in Education
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Chapter 13
A Longitudinal Case Study on the Use of Assistive Technology to Support Cognitive Processes across Formal and Informal Educational Settings
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Chapter 12
Could There Be an AutCrit?: Reframing Delivery of Autism Inclusion Curriculum for Equity
Part of the IDEA laying out that each student in special education should learn in the least restrictive environment possible, and is part of the law that protects students rights in special education from being separated from general education students whenever possible (IDEA, 2004 AU84: The in-text citation "IDEA, 2004" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; U.S. Department of Education, 2012 AU85: The in-text citation "U.S. Department of Education, 2012" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter: Could There Be an AutCrit?: Reframing Delivery of Autism Inclusion Curriculum for Equity; From: Rethinking Perception and Centering the Voices of Unique Individuals: Reframing Autism Inclusion in Praxis
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Chapter 11
Case Study Analysis of a Social Skills Service Delivery Model With Intellectually Disabled Students
Educational environment in which the student with a disability will be educated. It can be in a general education classroom, a resource room, a self-contained classroom, an alternative school, or at home. The LRE must best fit the student’s academic and behavioral needs.
Published in Chapter: Case Study Analysis of a Social Skills Service Delivery Model With Intellectually Disabled Students; From: Cases on Service Delivery in Special Education Programs
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Chapter 15
Deaf Culture in Inclusive Schools
This component of the Individuals with Disabilities Education Act requires that students with disabilities be educated in the general education classroom to the maximum extent possible.
Published in Chapter: Deaf Culture in Inclusive Schools; From: Deaf Education and Challenges for Bilingual/Multilingual Students
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Chapter 3
Together but Apart: Strategies to Improve Inclusive Classrooms
Educational environment that allows a student to thrive without restrictions (as per the IEP)
Published in Chapter: Together but Apart: Strategies to Improve Inclusive Classrooms; From: Cases on Teacher Preparation in Deaf Education
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Chapter 127
Students with Disabilities and Technology
According to the IDEA, students with disabilities must be included with students without disabilities as often as is appropriate unless the nature or severity of their exceptionality cannot be addressed in this setting.
Published in Chapter: Students with Disabilities and Technology; From: Encyclopedia of Information Technology Curriculum Integration
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Chapter 2
Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process
A federal requirement that allows students with disabilities to be educated alongside nondisabled or typically developing peers as much as possible.
Published in Chapter: Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process; From: Understanding Parent Experiences and Supporting Autistic Children in the K-12 School System
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