The Least Restrictive Environment (LRE) is the educational environment that enables students with disabilities to receive an appropriate education and provides the students with maximum independence and opportunities for interaction with peers without disabilities.

The goal for each student is to ensure the IEP team begins with the general education setting with the use of supplementary aids and services before considering a more restrictive environment. Providing instruction in the general education setting with typically developing students has been shown to improve learning outcomes for students with disabilities. According to state and federal law, removal from the general education environment may occur only if the nature or severity of the disability is such that education in regular classes (with the use of supplementary aids and services) cannot be achieved satisfactorily. Students with disabilities may not be removed from age appropriate general education classrooms solely because of needed modifications in the general education curriculum.

Supplementary Aids and Services

Supplementary aids and services are supports that enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate. Examples include:

• Accommodations or modifications

• Training and consultation for staff, student, and/or parents on the use of supplementary aids

• Adapted materials—such as audiobooks or highlighted notes

• Assistive technology—such as a tablet computer, unique software, or a communication system

• Direct services and supports to the child

The LRE Statement Must Include:

Where specialized instruction will take place.

"David will participate in small group math instruction in an alternative curriculum, which will take place in the special education resource room."

What the student will be missing.

"This instruction will occur at the same time that grade level peers are having math instruction."

Why this is the student’s least restrictive environment

"This is the LRE at this time because the general education setting has instruction at a fast pace and there are insufficient opportunities to practice in a large group. Instruction in the special education setting will provide David with frequent opportunities to practice basic math facts and math calculation and application skills that are not included in the core curriculum at David's grade level."

How the disability affects participation in the general education environment.

"David’s inability to solve math calculation problems proficiently affects his capacity to participate in subject areas that directly incorporate math skills (e.g., science). David will need operations to be broken down into component steps with guiding prompts in order to have the opportunity for meaningful participation in the instruction."

For both direct and indirect services, the IEP states the beginning date; frequency per week or month; minutes per session; location; and anticipated duration of the services.

For indirect services, the IEP should specifically list what the services will be, not just the number of minutes the service will be provided. This information should be included in the Least Restrictive Environment section of the IEP.

When students participate in work-based learning/job site time, is this considered the special education setting or the general education setting?

Work based learning/job site time is considered a general education, not a special education setting.

What's the difference between homebound and home-based services?

Homebound services arise from decisions made by a physician or mental health professional when this individual determines that the student is unable to be at school due to a serious medical or mental health issue. A child cannot be both homebound and enrolled in a school setting since that would be a duplicative enrollment.

Home-based services arise from decisions made by an IEP/IFSP team. A child could be enrolled in a part-day school situation and a part day home-based situation.