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This Concept Map, created with IHMC CmapTools, has information related to: LRE, LRE Steps for determining LRE Step 1: The team determines that a student is eligible for services. Step 2: The team defines what constitutes appropriate educational services for the student. Step 3: The team asks whether theses appropriate educational services can be delivered in the general education classroom in its current form. If yes, then the general education setting becomes the student’s primary placement. If no, go to step 4. Step 4: The team asks whether these appropriate educational services can be delivered in the general education classroom if the setting is modified through the addition of supplementary aids and services. If yes, then the general education setting with supplementary aids and services becomes the student’s primary placement. If no, go to step 5 Step 5: If the team determines that the general setting, even with the supplementary aids and services, is not appropriate, the team should determine placement by moving along the continuum of alternative placements one step at a time, from the least restrictive setting to more restrictive ones. At each step ask whether the services called for in the IEP can be delivered in that setting. IF yes, then the setting becomes the student’s primary placement. If no, go to step 6. Step 6: The team asks whether the services called for in the IEP can be delivered in the slightly more restrictive settings if they are modified through the use of supplementary aids and services. If yes, that is the primary placement; if no, repeat step 5 for placement on the continuum that is slightly more restrictive, and then if necessary go to step 6 for that setting. (The team repeats 5 and 6 in this manner until a yes answer is obtained.) Step 7: In the context of the primary placement chosen, ask if there are additional opportunities for integration for some portion of the student’s school day. If yes, design a split placement by including the student in the integrated setting for part of the school day and in the more restrictive setting for part of the school day., LRE Not required when A student with a disability would not receive educational benefit from mainstreaming in a general education class Any marginal benefit from mainstreaming would be significantly out weighed by benefits that could feasibly be obtained only in a separate instructional setting The student is a disruptive force in the general education class, To the maximum extent appropriate school districts must educate students with disabilities in the regular classroom with appropriate aids and supports along with their non-disabled peers unless a students IEP requires some other arrangement. Means LRE, LRE Requires The presumptive right of all students with disabilities to be educated with students without disabilities. State educational agencies ensure that the LRE requirement extends to students in public schools, private schools, and other care facilities., LRE Mandates IDEA requires that, when appropriate, students with disabilities to be educated in settings with children without disabilities. (pg 311 – IDEA, 20 U.S.C. 1412), Least Restrictive Environment Stands for LRE