How to Determine the Least Restrictive Environment for Students with Disabilities

Michael E. Rozalski · Angie Stewart · Jason Miller

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Legal Issues in Education Behavioral and Psychological Studies Collaborative Teaching and Inclusion

Abstract

The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities be educated with peers without disabilities “to the maximum extent appropriate.” When the individualized education program (IEP) team is reviewing the student's current performance, establishing the student's goals, and determining the services that the student will require, they must also identify the least restrictive environment (LRE) in which these services can be provided. In this article, we (a) define LRE, (b) summarize the legislation and case law that impacts the selection of the LRE, and (c) offer a decision tree for IEP teams determining a student's LRE.

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References

2003Educational Leadership 2004Educational Leadership 1995The illusion of full inclusion : a comprehensive critique of a current special education bandwagon 1986Free appropriate public education : the law and children with disabilities 2001"Free Appropriate Public Education: The Law and Children with Disabilities."1995LEAST RESTRICTIVE ENVIRONMENT, INCLUSION, AND STUDENTS WITH DISABILITIES: A LEGAL ANALYSIS 1994The IDEA's Least Restrictive Environment Mandate: Legal Implications

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2019Rethinking Shortages in Special Education: Making Good on the Promise of an Equal Opportunity for Students With Disabilities 2018Special Educators’ Experiences of Roles and Responsibilities in Self-Contained Classes for Students With Emotional/Behavioral Disorders 2019Special Educators’ Working Conditions in Self-Contained Settings for Students With Emotional or Behavioral Disorders: A Descriptive Analysis 2020Special Educators’ Working Conditions, Self-Efficacy, and Practices Use With Students With Emotional/Behavioral Disorders 2012Litigation and Students With Disabilities

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