Least Restrictive Environment (LRE)

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.

(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.

(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.

(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.

(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.

(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."