Least Restrictive Environment (LRE)
The least restrictive environment for a student with disabilities is simply any place where the student is most comfortable and has the greatest access to learning and accommodation. The least restrictive environment is an array of places ranging from the general education classroom to special education classes to at-home instruction (Bryant et al., 2024). For example, a student with dyslexia would be able to participate relatively completely in a general education classroom but may need extra assistance with reading. So, they get pulled out of class a few times a week to meet with a dyslexia specialist. In the situation with Mr. Franklin, the LRE will vary between students. As a co-teacher, a portion of my job will be to create LREs for my students. I will have to use inclusive practices for my students; however, they may not be enough for every student. Some may still have to be pulled out of class for extra assistance or may need more involvement from the special education team. I chose to define the least restrictive environment because it will be a large part of special education teaching. While students should be in the general classroom as often as appropriate, they sometimes need extra assistance and will need more or different accommodation than others. The least restrictive environment puts inclusivity at the forefront of classroom design.
Universal Design for Learning (UDL)
Universal design for learning is a framework used by educators to reduce as many learning barriers as possible before they arise. It’s designed to provide students with multiple means or representation, action and expression, and engagement (CAST, 2023). These means provide students with more choice in what and how they learn, as well as giving them the tools to self-regulate their learning (CAST, 2023). A great way to implement UDL in the classroom is by using learning stations. Having multiple stations that students rotate through gives them more options in how they take in and practice information. Implementing UDL in Mr. Franklin's classroom can also help with implementing LREs. UDL is a framework that I would like to use in my future classroom and would be imperative to student success. I chose to define UDL because it creates more comfortable and less restrictive classrooms. It’s a proactive response to students’ varying abilities and situations.
Free and Appropriate Public Education (FAPE)
Free and appropriate public education is foundational to IDEA. It’s a concept born under the rule that special education services should be offered to families at no cost (Bryant et al., 2024). FAPE explicitly uses the work “appropriate” because what is appropriate education will vary for every student. What is considered appropriate education should prepare them for furthering their education, their future career, and independent living (Bryant et al., 2024). FAPE for every student is required by law, thus implementing it in Mr. Franklin’s classroom is essential. FAPE, along with LREs and UDL, all work to give students with disabilities equitable access to education. I chose to define FAPE because it is integral to the lawfully required implementation of IDEA. Because of IDEA and FAPE, it is a guarantee that any classroom will have mixed abilities. Ergo, any educator must be prepared to shape their classroom and instruction to match these varying abilities.
Individuals with Disabilities Education Act (IDEA)
The Individuals with Disabilities Education Act was originally signed into law in 1975 due to overwhelming evidence that FAPE was necessary (Bryant et al., 2024). There have been many iterations of this law throughout the years as mental health, behavioral issues, and learning disabilities become better known and studied. IDEA ensures equal access to education as well as FAPE. The implementation of IDEA in schools and classrooms is required by law. Defining IDEA for Mr. Franklin might be the most important part of this scenario. Without IDEA, the use of inclusive and accessible education would not be required, harming students that need additional assistance with their learning.
Assistive Technology and the Assistive Technology Act (AT/ATA)
The assistive technology act, signed into law in 2004, provides more access to assistive technologies for people with disabilities (Bryant et al., 2024). Assistive technology is anything that helps improve the quality of life for individuals with disabilities (Bryant et al., 2024). In the classroom, AT will need to be available to students. Any AT a student requires would be listed in their individual education plan (IEP). Reviewing IEPs will let Mr. Franklin know what technology he needs to request for his classroom. Defining assistive technology is important because they are tools required by students to learn and interact with their world better. It’ll be essential to learn about physical AT as well as digital AT so future educators can get a head start on inclusive instructional planning and classroom design.
References:
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2024). Teaching in inclusive classrooms (3rd ed.). SAGE Publications.
CAST. (2023). About universal design for learning. Universal Design for Learning Guidelines version 2.2. https://www.cast.org/impact/universal-design-for-learning-udl