According to IDEA, (Keuhne,1998) the terms Least Restrictive Environment (LRE) means an educational location for students a) the legal ramification of the LRE provision as mandated by IDEA, (b) the relative and dynamic properties of LRE, and (c) the collaborative dimension of implementing LRE for students in special education. Ricky the nine year old little boy mention in the article needed Least Restrictive Environment in order to have the same learning opportunities of education as the other students.
Free and Appropriate Public Education (FAPE) according to IDEA describe the educational rights of children with disabilities in the United States? This right is guaranteed by the Rehabilitation Act of 1993 and the Individual and Disabilities Education Act (IDEA.) This laws assures all students with disabilities to be given free appropriate public education. As stated in the article about Keller, (Karlins 2015) and Dr. Bolotin from (Perlman, 2007), they utilized their goals and opportunities for education and reached their highest potential. Keller who lost her vision and hearing used her opportunity to learn and became a world-renoowned activist speaking publicly on behalf of others and Dr. Bolotin the first blind doctor to graduate from college in 1912 confirms that we all have abilities and purpose.
The legal ramification of the LRE provision as mandated by IDEA, gives children extra time and modified lessons, and assessments in order to give them a fair chance to complete and comprehend their curriculum.
According (www.kidstogether.org (Links to an external site.)Links to an external site.) inclusion fit into the big picture of LRE by helping students to integrate into community with family and friends. They develop relationships and collaborate with role models for academic social and behavior skills. Inclusions help students to have access to general curriculum, differentiated optional appropriate activities and enhance their skills and increase in higher expectations with support teams.
In my own personal experiences of being a part of an IEP team for a student where LRE, FAPE was when I attended IEP meeting for my adopted children as their advocate to make sure all basis was covered for them as they engaged in special education service. All four of these children was diagnoses with a mild mental retardation, and it was decided by the school team which consisted of the guardian, (myself), general teacher, special education teacher, specials teacher, principle, and school psychologist. We collaborated and came to the conclusion that these students would benefit more if they where in LRE.
Turnbull, A., Turnbull, R., Wehmeyer, M.L., & Shogren, K.A. (2016). Exceptional lives: Special education in today’s schools (8th ed.). Upper Saddle River. Pearson.
Keuhne, C.C. (1998). Least restrictive environment: How do we prepare both our special educators and our general educators to comply with the provision? LD Online. Retrieved from http://www.ldonline.org/article/6083