In my placement, I have noticed that the group of four sixth grade learning support students are always together in every class (Reading, Math and Social Studies). This fact got me wondering why these students are not placed in inclusive classrooms with other students their age to receive instruction.
In class, we learned that the LRE of students is essential to IDEA and must be obeyed in the biggest kind of way and that the LRE is the environment that is the most beneficial for a student to learn and develop alongside their typically developing peers. But, we never really mentioned how exactly LRE is determined. So that is where my quest for knowledge about LRE began.
I then found a LRE decision flow chart that shows how the team arrives at their final placement decision. I found this resource at http://www.ciu20.org/deptDocs/SPED/procedure-manual/LRE%20Decision%20Flow%20Chart.pdf.
So, then I wanted a little more information on these steps and found an explanation of the flowchart at http://www.palmbeach.k12.fl.us/agenda/Tuesday,%20November%2018,%202008%20School%20Board%20Meeting/AC5F0F47-722D-4092-AB96-71368810CD0F.pdf
This explanation said,
The "LRE decision flowchart" structures the placement decision consistent with the
Individuals with Disabilities Education Act (IDEA). Here is what is intended by the
chart:
The question of what will be provided for a student comes before the question of
where it will be provided.
Each educational setting is examined not only as is, but also as it might be modified
by supplementary aids and services
Each educational setting is examined one a_t a time in a particular sequence - along
the continuum from least restrictive to most restrictive.
Even after the primary placement is determined, additional opportunities for part-time
integration, including integration during nonacademic periods, are considered.
Specifically, here is how to apply the chart to a particular case:
Step 1: Define and articulate educational goals, as well as what educational services the
students needs.
Step 2: Ask whether the IEP goals and services can be achieved in a general education
classroom in its current form. If the answer is Yes, that is the Primary Placement. If the
answer is No, go to the next step.
Step 3: Ask whether the IEP Goals and services can be achieved in a general education
classroom by providing supplementary aids and services in the general education
classroom. (See attached list for sample supplementary aids and services to be
considered.) If the answer is Yes, that is the Primary Placement. If the answer is No, go
to the next step
Step 4: Move one step along the continuum to the next more restrictive setting and ask
whether the IEP goals and services can be achieved in that setting in its current form. If
the answer is Yes, that is the Primary Placement. If the answer is No, go to the next step.
Step 5: Ask whether the IEP Goals and services can be achieved in that slightly more
restrictive setting, if it is modified by providing supplementary aids and services. If the
answer is Yes, that is the Primary Placement. If the answer is No, repeat step 4 for the
setting that is yet a bit more restrictive, and then (if necessary) repeat step 5.
In this manner, the decision process moves along the continuum of alternative placements
one step at a time, repeating steps 4 and 5 until a Yes answer is obtained.
Step 6: Ask whether, in the context of the primary placement? there are additional
opportunities for integration for some portion of the day.
So, through this research I found out that even though I do not witness this sixth grade group of boys and girls interact with other typically developing students, they must have at least their specials outside of a learning support classroom as I know they are most certainly capable of doing so.
