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Initial Preparation Standard 2: Learning Environments
Initial Preparation Standard 2: Learning Environments
2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well being, positive social interactions, and self-determination.
Standard Proficiency and Professional Growth
Standard Proficiency and Professional Growth
My case study analysis of Oberti v. Board of Education (1993) demonstrates my understanding of how legal mandates guide inclusive educational practices. In this assignment, I examined how the Oberti decision reinforced the requirement that students with disabilities be educated in the Least Restrictive Environment (LRE) alongside their non-disabled peers to the fullest extent possible.
Through my analysis, I connected the court’s three-part test (consideration of supports and services, the feasibility of inclusion, and the impact on the general education classroom) to practical decision-making while creating inclusive learning environments. This showcases my ability to evaluate how instructional strategies, accommodations, and collaborative supports can be used to promote meaningful participation rather than defaulting to more restrictive placements.
By linking legal principles to classroom application, I showed that effective learning environments are proactive, flexible, and grounded in equity. This assignment reflects my understanding that inclusion is not merely placement, but intentional planning that supports academic, social, and behavioral success for all learners. Overall, my work illustrates my growing competence in core principles of the IDEA. As a result of my learning, I will ensure access, belonging, and high expectations for my future exceptional students.
Reflection
Reflection
Completing the Oberti v. Board of Education case study significantly contributed to my personal growth as a future teacher by reshaping how I view inclusion and instructional responsibility. This assignment helped me understand that Least Restrictive Environment (LRE) is not about placing students where it is easiest or according to school protocol, but rather where they can be most successful with appropriate supports. I now see how general education teachers play a critical role in making inclusion meaningful.
Within my fieldwork this fall 2025 (a third-grade classroom), LRE looked like flexible seating options that support attention and sensory needs and small-group instruction. I was able to see differentiated reading and writing supports, and the use of visual schedules, class timers, and behavior goals to benefit every student's needs. Luckily, my fieldwork classroom gave me some ideas for how to implement LRE without isolating students.
This assignment reinforced the importance of collaboration, adaptability, and high expectations for every learner. Understanding LRE will make me a more effective teacher by encouraging me to proactively design inclusive lessons, advocate for necessary supports, and create a classroom environment where all students feel valued, supported, and capable of success!
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