Least Restrictive Environment (LRE)

The Bottom Line

The LRE is explained using a statement that includes the following required components: 

Go-To Tools

These are your day-to-day useful tools containing many examples. The rest of this page (below this section) is guidance.

LRE Dropdown Menu Items in SpEd Forms - Master Copy

In addition to the templates in SpEd Forms, you can check out subject-specific templates:

For LRE examples re: rare placement changes (e.g., altered school day), refer to the Placement Changes pages of this website.

A Common Misconception

The concept of LRE is commonly misunderstood as nothing more than a black-and-white distinction between the general education and special education settings. This leads educators to the mistaken assumption that placing a student in a particular setting will automatically provide that student with their LRE.

LRE Is More Than "Where"

However, LRE is more than a place, it is a package of supports. Regardless of what setting the student is placed in, there are still a range of LRE options available to the IEP team. Supports that IDEA 2004 refers to as "supplementary aids and services" (e.g., accommodations or modifications, assistive technology (AT), paraprofessional support) are key to ensuring that students with disabilities can receive FAPE while maximizing their independence. 

For example, for a student who needs to read grade-level text in a general education class, paraprofessional support would be considered more restrictive than text-to-speech software. The student's location doesn't change, but the environment is more or less restrictive depending on the supports provided.

But "Where" Is Important

Consideration of setting is important to LRE, and removal from the general education setting may occur only if the student's educational needs are such that instruction in a general education classroom—with the support of supplementary aids and services—cannot reasonably provide the student with a meaningful educational benefit. Providing instruction in the general education setting with typically developing students has been shown to improve learning outcomes for students with disabilities.

LRE Statement — Components for Compliance

(1) Where instruction will take place

Specialized instruction can be provided in a variety of formats (e.g., pull-out instruction in a resource room, co-teaching or push-in instruction in a general education classroom, etc.).

(2) What the student will be missing

The specific classes and activities that the student will not participate in so that they may receive their specialized instruction.

(3) Why this is the student’s LRE

The explanation needs to be more specific than, “Because his skills are discrepant from peers, Johnny will receive…" Thorough rationales explain the features of specialized instruction that (1) are necessary for the student and (2) cannot be reasonably offered in a less restrictive setting.

Examples

Co-Taught Instruction in the General Education Setting

Laura will receive specialized math instruction targeting the skills of operations and algebra, numbers base ten, and numbers and operations with fractions. (1) This specialized instruction will be provided in the general education setting. (2) Laura will not miss any time with typically-developing peers to receive these services. (3) In order to make adequate progress toward her goal, Laura requires scaffolding, repeated practice opportunities, and individual feedback. These features of instruction could not be adequately facilitated by a general education teacher without a special education co-teacher.

Self-Contained Setting III

(1) Dakota receives behavioral skills instruction in a self-contained setting III special education program while he completes social studies, science, and elective courses. (2) While Dakota receives these services, he does not participate in these courses in a classroom with non-disabled peers. (3) This is the LRE at this time because in the general education setting Dakota cannot receive the high frequency of immediate feedback or the frequent and repeated opportunities for skill application and practice needed to reasonably expect meaningful progress. In addition, the general education setting currently presents excessive antecedents to undesired behaviors, and as a result participation in a less restrictive setting would reduce Dakota's opportunities for skill acquisition and practice, providing him with an inadequate opportunity for educational benefit.

Pull Out Service

(1) Brittany needs specialized math instruction in the special education setting. (2) While Brittany participates in this instruction, she will not receive grade level math instruction. (3) This is the least restrictive environment for Brittany because, at her grade level, the general education math curriculum does not target the skills of number sense and computation that Brittany needs in order to make progress. Participating in general education instruction during this time would not provide Brittany with a reasonable opportunity for educational benefit, as she requires math fact fluency trials and repeated and guided practice to make adequate progress on the skill of math calculation.

(1) Christina will receive specialized social skills instruction in the special education setting. (2) She will participate in this instruction rather than a general education elective. (3) This is the LRE at this time because, in order to make adequate progress, Christina requires thorough description and modeling of calming strategies and related skills. She also needs opportunities to understand and internalize why these skills are important, frequent opportunities to practice them, and detailed feedback. These instructional features are not included in the general curriculum to the extent needed by Christina, and attempting to provide these features in the general education setting through supplementary aids and services would not provide a reasonable opportunity for educational benefit.

Self-Contained Setting IV

(1) Shayan receives specialized behavior skills instruction at a federal setting IV special education program, which is a separate school building. (2) Shayan will not participate in any portion of her school day with non-disabled peers (homeroom, math, language arts, lunch, science, electives). (3) This is the LRE at this time because in the general education setting Shayan cannot receive the high frequency of immediate feedback or the frequent and repeated opportunities for skill application and practice needed to reasonably expect meaningful progress. In addition, the general education setting currently presents excessive antecedents to undesired behaviors, and as a result participation in a less restrictive setting would reduce Shayan's opportunities for skill acquisition and practice, providing her with an inadequate opportunity for educational benefit.

Services Provided with a Rotating Schedule

(1) Harold will receive specialized speech instruction in the special education setting. (2) He will participate in this instruction during science or social studies on a rotating basis (one session will be science and the next will be social studies). (3) This is the LRE at this time because, in order to make adequate progress, Harold requires explicit instruction and repetition of speech sounds. He also needs frequent opportunities for practice and detailed feedback. These instructional features are not included in the general curriculum to the extent needed by Harold, and attempting to provide these features in the general education setting through supplementary aids and services would not provide a reasonable opportunity for educational benefit.

Electives/Schedule are Not Determined at the Time of Writing the IEP

(1) David will receive specialized social skills instruction in the special education setting. (2) He will participate in this instruction rather than a general education elective. (3) This is the LRE at this time because, in order to make adequate progress, David requires thorough descriptions and modeling of self-management strategies and related skills. He also needs opportunities to understand and internalize why these skills are important, frequent opportunities to practice them, and detailed feedback. These instructional features are not included in the general curriculum to the extent needed by David, and attempting to provide these features in the general education setting through supplementary aids and services would not provide a reasonable opportunity for educational benefit."

Additional examples are available in the Placement Changes section of this website (e.g., for an altered school day).

Where It's Written — Options

Per MDE, the LRE statement can be written anywhere in the IEP — the IEP as a whole must include a compliant LRE statement.

Choose one of the following 3 options — the LRE statement only needs to be written once:

(1) The LRE section on the 'Services' page

OR (2) On the 'Goals' page next to PLAAFPs

OR (3) On the 'Present levels' page next to PLAAFPs

✋ FAQ: If I've already written the LRE on the 'Goal' pages or on the 'PLAAFP' page of the IEP, what do I put in the LRE box on the 'Services' page?

Both of the following options are available in the SpEd Forms dropdown menu: