In your child’s IEP meetings, you have most likely heard the term “the least restrictive environment” used when talking about your child’s placement. This is referring to whether they stay in the regular classroom with supplementary aids and services or receive instruction in a separate setting from their non-disabled peers. This is a vital part of the services provided for your child and is regulated by the Individuals with Disabilities Education Act (IDEA). In the introductory section it states, “Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.” 1400 (c) (1)
IDEA was written acknowledging that individuals with disabilities had not been receiving adequate educational services prior to1975. In fact over one million children with the most severe disabilities were completely excluded from public education. Students with milder disabilities who were allowed to attend public schools did not receive the appropriate educational services for their unique needs that would prepare them for post-high training or allow them to compete in the job market with their non-disabled peers. This law was written to correct that. It is based on years of research and experience on how the education of children with disabilities can be made more effective. The two most significant findings to me are, first, the value of “having high expectations for children with disabilities and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible.” And, secondly, “strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home.” 1400 (c) (5) (A & B)
Under IDEA the definition of the least restrictive environment is, “children with disabilities . . . are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” 1412 (a) (5) (A)
Some interpret this to mean that the least restrictive environment is always the mainstream classroom. This misses a valuable aspect of IDEA, educational placement is determined by the student’s IEP. This is a team decision made by you as parents, special education teachers, regular education teachers, other service providers as required for your child, and the LEA or Local Education Agency representative. The decision is made based on your child’s strengths and needs, and how their disability affects their participation and progress in the general education curriculum. It is appropriate to discuss the educational and nonacademic benefits of the traditional program compared to any alternate setting under consideration for your child. The team can also consider the impact on the educational experience of the other students resulting from any inability to meet the unique needs of your child in the mainstream classroom and what adjustments need to be made. The decision CANNOT be made based on the category or severity of your child’s disability, the configuration of the delivery service, the availability of space, educational or related services, or administrative convenience. The decision, by law, must be made based on your child and supporting them in meeting their IEP goals.
For many children the mainstream classroom is the least restrictive environment. For a child with sensory processing issues it may not be. For most children with special needs, being an accepted part of their regular classroom is essential to their social and emotional well-being. For others, it is overwhelming. You know your child best. Evaluate the options, required under IDEA, that your school district offers to help you determine what the least restrictive environment is for your child.
Judith E. Huemann was one of the students before IDEA who was denied access to the public school system. She is a disability rights activist and was the Assistant Secretary of the Office of Special Education and Rehabilitation Services at the U. S. Department of Education from 1993 to 2001. In that office, she wrote a letter in 2000 to someone who was concerned about the closing of a special education school in North Carolina. This letter contains a thorough discussion on the issue of the least restrictive environment and is available through the IDEA website. You can read it here.
I spent the last 8 ½ years of my career as a special educator at a residential treatment facility. This is at the opposite end of the spectrum from a regular education setting, but for the students enrolled, it was the least restrictive environment. It allowed them to progress and reach their educational, social, emotional, spiritual, and mental goals. It was a temporary placement; most students returned home to more mainstreamed settings to complete their education. The school provided a needed service and was a valuable opportunity that many of the students utilized and appreciated. I talk about it in my book.
When you consider what the least restrictive environment is for your child, keep the focus on your child. It’s about finding the setting that allows your child to learn, mature, progress and move toward the most fulfilling life for them. Let me know how I can help.