Least Restrictive Educational Alternative (LREA)
Once the Pupil Evaluation Team (PET) has identified the Individual
Educational Program's (IEP's) goals and objectives, the next step
is to determine where these will take place. A good place to start
this process is to look at the regular educational environment
provided at your local school. Remember that the regular educational
environment goes beyond the classroom setting. This extends to
nonacademic areas such as gym, lunch, recess and extracurricular
activities. Least Restrictive Environment (LRE), Maine State Education
Regulations (MSER) now referred to as Least Restrictive Educational
Alternative (LREA). It states that services will be provided to
the student in the regular educational environment with nondisabled
peers to the maximum extent appropriate.
| "To the maximum
extent appropriate, students with disabilities, including
students in public or private institutions or other
care facilities, shall be educated with students who
are not disabled, and special classes, separate schooling,
or other removal of students with disabilities from
the regular educational environment shall occur only
when the nature or severity of the disability of a student
is such that education in regular classes with the use
of supplementary aids and services cannot be achieved
satisfactorily." (MSER, Chapter 101, Section 11.1,
p. 58) |
|
Schools have to ensure that a continuum of special education
placements are available to meet the needs of students with disabilities.
Special education services and supportive services have to be
available in conjunction with these placements. The PET must determine
that the program cannot be successful in a regular educational
environment with supportive services before they look at placement
in one of the other continuum available.
The continuum of placements available through special education
are as follows:
- Regular Class
- Resource Class (there are a variety of names that refer to
this; become familiar with the name used in your local school)
- Self-Contained Class
- Public Separate Day School
- Private Separate Day School
- Public Residential
- Private Residential
- Homebound/Hospital
A definition of each of these types of placements can be found
in MSER, Chapter 101, Section 11.
 |
It is
important to remember that the LREA needs to be appropriate
for your child and able to support the IEP created by the
PET. This allows for your child to be involved in and to progress
in the general curriculum. LREA may change as your child's
needs change. The determination of LREA becomes part of your
child's IEP. |
MSER requires the following to be given consideration when determining
LREA:
- LREA will be based on the IEP and reviewed at least annually.
- The student will be placed in the school they would normally
attend, unless the IEP states differently.
- The student will be removed from the regular educational
environment only when the nature or severity of the disability
is such that education cannot be achieved satisfactorily with
supplemental services.
- The facilities and accommodations must be comparable to those
available at your neighborhood school.
- The student must be educated with nondisabled peers and provided
an opportunity to participate in nonacademic and extracurricular
activities, to the greatest extent possible.
- The potential harmful effect on the student must be given
consideration in determining LREA.
- The quality of services that are needed must also be given
consideration in determining LREA.
Terms you may hear when discussing LREA are "inclusion"
and "mainstreaming," These terms refer to educational
ideas that encourage your child to be educated in your neighborhood
school, in the regular education classroom with the services and
supports necessary to implement your child's IEP, and with their
nondisabled peers. These two terms are not found in MSER. The
legal term used is "Least Restrictive Educational Alternative."
| "Any proposal
to change the placement of a student with a disability
including any proposal to transfer, discharge, or terminate
special education services shall be based on the student’s
Individualized Education Program and documented as fully
as the initial placement. Parental consent shall not
be required as a condition of any placement except for
the initial placement in special education of a student
with a disability. Notice of the proposed change of
placement so described in section 11.13, Notification
of Proposed Placement, should be provided at least seven
days prior t the proposed placement" (MSER, Chapter
101, Section 11.12, p. 60) |
|
|
It is
important to remember that your child should be educated with
nondisabled peers as much as is appropriate. The LREA may
be changed to provide the level of services and supports needed
to meet their changing needs. |
