Critical Reflection #4: Least Restrictive Environment

                                                      where i found this picture :)
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.

The first bit of information that I found about the LRE is this video where I found out that in IDEA  It isn't exactly clear where the child's least restrictive environment is, but the decision is made by the IEP team and placement is then written into the student's IEP.

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.