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Less Restrictive Environment, Mainstreaming and Inclusion; What Are The Major Differences and Benefits

LRE, mainstreaming and inclusion are essential terms to know when working with a student in special education programs. These elements of students’ IEPs will determine how they spend their time at school, how they receive services and how they function within the school’s community, among many other things.

What is LRE?

 

LRE stands for Least Restrictive Environment, and it refers to the situation that will allow a special education student to receive the education most suited to his or her needs, while spending the most amount of time possible learning alongside their peers without disabilities. LRE dictates that separate classes should only be held for special education students if nature or severity of their disabilities preclude satisfactory education from occurring in a regular classroom.

LRE recognizes that for a child with disabilities to be educated appropriately in a regular educational environment, additional services and aids may be necessary, and indeed, can play a pivotal role in the child’s development. The addition of these resources is nearly always preferable to educating the child in a separate setting.

LRE guidelines also state that education for the child with special needs is to be “achieved satisfactorily.” This language is not vague with the intention of permitting these students to receive subpar education; on the contrary, it allows each child’s IEP team to determine what constitutes satisfactory results for the student.

These standards benefit special education students by allowing them to learn with their peers in a cohesive environment, rather than learning in a separate space that distances them from their fellow students.

What is mainstreaming?

 

Mainstreaming is the term used to describe integrating students with disabilities into regular learning environments. Mainstreamed students have high potential for success, but it is vital that they receive support personalized for their needs by their IEP team. It is bringing special education services to the child rather than removing the child from the regular classroom.

Benefits of mainstreaming often include higher academic success, increased self-esteem and more astute social skills.

What is inclusion?

Inclusion is the process of mainstreaming a student to comply with LRE. For students with disabilities, advantages to this process are the opportunity to form friendships with their peers from whom they would have been separated if educated in a separate classroom. It allows students with disabilities to interact with non-disabled students to the benefit of all; they will all learn how to work together, gaining invaluable skills for the future. Students taught in a classroom with inclusion will learn to be more accepting and respectful of people from different backgrounds.

Additionally, families of students with disabilities will be able to integrate more easily into the community of the school, creating those relationships between parents that lead to friendships between children and more opportunities for socializing.

Who decides where the child is placed?

The decision for where the child will be educated is up to his or her IEP team, of which the child should also be a part, when they have reached a suitable level of maturity.  The IEP team will consider the student’s academic and social history, goals and specific needs.

Placement can be changed whenever it is decided that the current situation is not beneficial to the student, or can be improved in any way.

Why are these terms important?

With LRE guidelines, mainstreaming and inclusion, special education students are poised to receive the most effective and appropriate education possible. Everyone involved in a student’s IEP team should be knowledgeable of the processes and advantages involved in LRE.

If you would like to get more information on these topics and more come to the Special Education Laws Made Simple Seminar Monday, May 19th in Orange, CA!

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The Process of IEP’s: Pointers, Tips, and Facts

Do you think all children should receive the same education, regardless of individual strengths and weaknesses?

Probably not, and thankfully neither does the US Congress. In fact, it’s required to compose an Individualized Education Program (IEP) for every student in a special education course to ensure they are learning in the way that is most effective for them. IEPs serve an important purpose, so let’s take a look at how to make them most beneficial.

Team Meetings: Who, What, When, Why, and How to Make Them Successful

Who should be on a child’s IEP team?

  • A school district representative
  • The child’s regular education teacher, if he or she has one
  • The child’s special education teacher or provider
  • Parent or guardian of the child
  • The child!

The team meeting is held within 30 days of the decision that the child will be provided special education, and is an essential step in creating an effective IEP! Not only is it required before special education services will begin, it’s also where the student’s goals will be outlined, and where the services provided by the school district will be defined.

Parent Participation

No one knows the child better than the parents. Their knowledge and input is indispensable at this stage. Parents who are informed and involved both at school and home can make all the difference.

Process and Components

The school will set times for team meetings, during which the child’s IEP team will work together to create the IEP and organize its implementation. It’s important to have high expectations for the student and to establish achievable goals. Make sure the frequency of services is sufficient for the student to reach the goals, too!

What should be included in the IEP?

  • The child’s current level of achievement
  • Annual goals for the child
  • The special education services to be provided for the child
  • How much of the day the child will be in special education
  • How required assessments will be administered
  • Where and how often services will be provided, and for how long
  • How the child’s progress toward annual goals will be measured

 

IEP Implementation

This should occur as soon as possible after the team meeting! Follow up meetings can be scheduled for periodic checkups to ensure the IEP is serving its purpose, and to amend it if necessary.

Amending IEPs

Another meeting is not required in order to amend the IEP. The school and the child’s parents can draw up a written amendment, and all members of the committee must be informed of the changes.

Transition Requirements

Sweet 16! When the student reaches this age, it’s time to start making plans for life post-school. Whether that involves college, employment, independent living, or other options, this is a vital period for prevention of the student dropping out of high school, and also for setting up a successful future. Some transition services that can be included are instruction, vocational training, and life skills practice.

Extended School Year (ESY)

ESY programs are additional services provided outside the school day, be it in the hours after school or days during school breaks, such as summer vacation. The student’s need and eligibility for ESY will be determined by the IEP team, preferably during the initial IEP team meeting.

These programs are not necessarily a continuation of the special education programs, and are often focused on subjects such as reading instruction or speech therapy.

State laws vary regarding ESY programs, so make sure to learn the specifics for your area.

That’s a lot to know!

IEPs can be an overwhelming prospect, but remember that it won’t be set in stone, and can be changed as the child’s needs change, or even as the IEP team gains more knowledge. With a bit of work can be one of the most effective tools for the student’ s education. After all, its purpose is to help the child succeed, and that’s a cause everyone can support.

If you would like to get more information on these topics and more come to the Special Education Laws Made Simple Seminar Monday, May 19th in Orange, CA!

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The Special Education Lawyer: Not Your Average Advocate

As the number of children with autism or learning disabilities across the United States continues to grow, and legislation designed to oversee the education of these children is increasingly drawn upon, it is no small wonder that those schooled in law are looking to become a special education lawyer because they are needed now more than ever.

Those who have studied and practice in education law and have experience in special education issues can help parents navigate the legal complexities of this area of the law. More often than not, a special education lawyer helps to resolve matters of dispute more effectively and efficiently than can parents alone.

Defining a Special Education Lawyer

 

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Special education lawyers must be familiar with all aspects of education law, such as education reform and student  and teacher civil rights. It is also helpful for special education lawyers to be familiar with autism and all types of learning disabilities.

In addition, they need to have a strong understanding of all federal and state legislation regarding special education. They need to have knowledge of the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act and the Rehabilitation Act of 1973 (most notably Section 504, which protects those with disabilities from being discriminated against from any organization).

Special education lawyers mainly help to develop an Individual Education Program (IEP) for a special needs child. This is a plan describing how a school will educate a particular special needs child. Special education lawyers can also help mediate disagreements between parents and schools if an IEP is not adhered to, or if other problems arise concerning how the child is educated.

Advocating for the Special Needs Child

In many cases, parents become advocates for their children when it comes to education. However, many parents are simply not knowledgeable in areas of negotiation, legal communication or due process when problems concerning their special needs child or children arise. Some parents simply don’t have the time nor the resources to adequately prepare and present their arguments.

This is where special education lawyers come in.

“A good attorney can advise a parent how to obtain a better program and services, how to effectively advocate for the child,” says David A. Sherman, a special education lawyer for Medical malpractice lawyers phoenix, he also wrote: “Autism: Asserting Your Child’s Right to a Special Education.” Source: (http://www.baizlaw.com/practice-areas/medical-malpractice)

What’s more, Sherman says, “A special education attorney will advise a parent as to how to assert their child’s numerous and substantial rights.”

Going the Extra (Special) Mile

Do special education lawyers do more than any other type of lawyer? On the surface, no. They file documents, attend meetings and hearings, write briefs…in short, do all of the things any lawyer would do no matter the nature of the issue, whether it be a criminal case, divorce proceeding or child custody battle.

 

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But special education lawyers perform a service that other lawyers do not: they bring a voice to those who may not be able to speak for themselves. In many cases, defendants can go to the stand on their own behalf. Some even become active participants in the preparation of their defense.

Special needs children do not have this luxury. They do not understand the laws that are being broken when the school they attend does not honor their IEPs or federal legislative mandates. Most parents are not well versed in these laws. It is the special education lawyer who must act as advocate for these special needs children.

And not just your average advocate, but one who is armed with the legal knowledge and mediation skills needed to get the job done. Considering the importance of what’s at stake (a fair education for all), the impact of a special education lawyer cannot be understated.

 

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Your Voice Matters: Selecting A Special Education Advocate

Any parent of a special needs child knows how stressful and even confusing it can be to navigate the sometimes murky waters of your school district’s special education system. Although schools today are much better equipped to handle children with special needs than they were in years past, sometimes it can still be a struggle to make sure you and your child’s needs are met and that everyone on all sides is happy.

If you’ve found yourself in a situation where you are having a hard time securing the education your child deserves,  the assistance of a special education advocate might be what you need to guide you through the deeper waters.

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What Is A Special Education Advocate?

A special education advocate is someone who is well-versed in special education. Maybe they are or were a special education teacher, or they have a degree in special education. Or it could be that they are a parent of a child with special needs who has gone through the education system, and now they want to help other parents by imparting on them what they have learned.

Many times having a special education advocate in your corner can be most helpful when working on the Individualized Education Program (IEP) for your student. The IEP is what determines the plan for your child’s education with the input and direction of everyone involved — parents, teachers, school administrators, and anyone else working for your child’s education — so that your child’s education goals are clearly set and everyone is on the same page.

Selecting A Special Education Advocate

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If you find you are in need of a special education advocate, how can you find one that is right for you and your family?

The first step would be to find a special education advocate in your area, and preferably one that is knowledgeable about the area you live in — either your state, county or city — and also has experience with the particular needs of your child. Some places to find potential special education advocates would be:

  • Your local school system, either your child’s school or school district, county school district, or even state board of education
  • A local parent group, such as the PTA
  • A local disability nonprofit or support group
  • Your child’s physician or counselor
  • Other parents of children who have special needs who have been through the IEP/special education process
  • A professional advocate group, such as the Council of Parent Attorneys and Advocates, which has a searchable online directory.

Once you have found a potential special education advocate for your child, then it’s important to know what questions to ask them. Treat this as if you were hiring any other professional to help you and your family — the interview process is important!

5 Questions To Get You Started:
  1. What is their experience with special education, especially the district, county or state you live in?
  2. Do they have any special education training? How well versed are they in special education laws?
  3. What is their experience with your child’s particular special needs?
  4. Do they have an understanding of what your special education issues are, and how do they plan to solve them?
  5. What types of support will they offer the family (such as attending IEP meetings) and how much time will they be able to devote to you?

For more questions to ask and things to look for in a special education advocate, use COPAA’s Voluntary Code of Ethics for special education advocates for more ideas, and here are some other ideas from the Federation for Children with Special Needs.

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Formulating the Perfect Special Education Curriculum

The word “perfect” can be a bit of a misnomer. Most people know that rarely anything or anyone in this world is truly “perfect.” However, that doesn’t mean that perfection can’t be achieved, especially when it comes to special education.

For parents and caregivers of children with special needs, finding the perfect learning experience for them can be quite a challenge, and it can depend on a few different factors.

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The Needs of the Child

Children with learning disabilities or speech impediment may only need an education curriculum that only has them receiving special education a few hours a day or week. On the other end of the spectrum, students with severe physical or mental disabilities may need a much more intensive special education curriculum that encompasses their entire educational year.

The Needs of the Parent

The parents of children with special needs have their own ideas on how they wish their child to learn. For example, some caregivers may wish their child to have an inclusive education where they spend as much time in a classroom with peers of all abilities as they can. And other parents may want their student with special needs to have a more individualized education where they can get the one-on-one attention they need.

The School System

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Some schools can easily embrace the needs and wants of both special education students and their caregivers as they have enough special education staffing and programs in plus. However, some school systems may be smaller with not as many resources, and they may have a harder time making this happen.

So with all these factors in play, how can parents and teachers work together to make the “perfect” special education curriculum for their child? Here’s a few tips to help you get started.

Work Together

This may seem like a no-brainer, but it’s so important it’s worth spelling out. One of the most important parts of creating the perfect special education curriculum is for everyone involved — parents, caregivers, teachers, school administrators, and even students — to work together. If a curriculum is developed by only one party, and it ends up not meeting the needs of everyone involved, then it will certainly fall short of being “perfect.” Everyone having a say and working together is key.

Review & Discuss

Nine out of 10, your local school system will already have a special education curriculum in place. However, that does not mean it should not be reviewed and discussed by everyone involved on a regular basis to make sure it’s meeting everyone’s needs. Consider establishing a Parent Advisory Committee with parents of children with special needs representing different districts, such as what they have at Wayne County RESA in Michigan.

Use Available Resources

There are tons of resources out there today that can help both parents and teachers build the “perfect” special education curriculum for their students. For example, teachers will find a wealth of information at the National Center for Learning Disabilities, everything from creating a Universal Design for Learning (UDL) to classroom strategies. And for parents, again the National Center for Learning Disabilities has a variety of information, including intervention strategies, parent-teacher communications, and tips for school meetings.

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The Joys of Working with Special Needs Children

Demanding. Rewarding. Fulfilling. These are some of the words used to describe working with special needs children by those who have or are currently doing the job. As with parenting, it could be said that working with special needs children is the “toughest job you’ll ever love”.

From a heightened sense of accomplishment to a potentially life-altering perception of those less fortunate, there are many positive aspects to this type of work. Is it for everyone? No. But it just may be for you.

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Satisfaction Guaranteed

Whether it’s teaching the child with special needs in an inclusive classroom or in a separate special education program, teachers who have successfully worked with these students often describe the satisfaction they feel when the material is–sometimes, at long last–understood.

Why is this ultimately more satisfying that teaching in a traditional classroom, to traditional students?

Successes in working with these children are measured in inches, not feet. Even the smallest achievements of a special needs child is cause for celebration; the road to that achievement has likely been longer and rougher than for those without disabilities.

Setbacks, time spent coming up with more creative approaches to the material and even physically violent episodes might litter the road to that “Eureka!” moment when a special needs child grasps the concept being taught.

‘Part of the Job Description’

Yes, special needs children can kick. Or punch. But many teachers feel that this just comes with the territory. “It’s part of our job description,” was how special education director Kami Finger addressed it.

And these episodes can be offset by the knowledge that they’re doing the work that needs to be done for these children. Up to point when they have gotten a child to understand that math problem or that history lesson, they have already put in a lot of time, not just in the classroom but outside of it as well.

They’ve likely:

  • spent countless hours coming up with new and original ways to deliver the material

  • written several lesson plans, possibly one for each special needs child in their classroom

  • attended special training and special meetings

All this, too: just part of the job description.

The Patience of a Saint?

Does one truly need the “patience of a saint” to work with children with special needs? While it’s true that the job does require patience in abundance, some say that it more needs compassion and understanding and the will to work with those whom the school system–and even life itself–might easily leave behind.

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Working with special needs children can make you more aware of their plight in everyday society. It might help you not just at the moment but in many future moments to come. You’re likely to encounter an adult in a wheelchair, or with a personality disorder, at some time in your life. How you approach and interact with that person can be benefited by the fact that you work or worked with special needs children.

You just might come away with more of an appreciation of all people and how they develop, not just your students’ but your own children as well. You might learn patience, yes; and tolerance, and acceptance, and empathy. It doesn’t need to be seen as saintly, just human.

And that’s the payoff for all the hard work. For enduring that aforementioned job description. Working with special needs children can be difficult at the moment you’re doing it. But the dividends it can pay could last the rest of your life.

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Time for Change: Why the World Needs a Special Education Week

For a few years now, there has been an online movement to create a national Special Education Week in March. Although the movement has yet to take hold, we ask — why not?

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There are lots of national awareness days, weeks, and even months. For instance, American Education Week is in November, and ADHD Awareness Month is in October, and National Teacher Day this year will be celebrated on May 6.

So why not then have a Special Education Week? Or a Special Education Teacher Day? Sure we can be included in more generic education celebrations, but why can’t our community have one time a year to honor those that do so much for children with special needs?

A Special Education Week would be a great opportunity to not only celebrate all the progress we have made to bettering our children’s education, but also to turn the attention of our country’s citizens and lawmakers to the issues in special education that still need to be addressed today.

And a Special Education Week does not have to be national to be a benefit. Something on a state, county or even more local level — even as simple as your city’s school district — can potentially have a huge impact in bringing much-needed awareness to the needs of special education, which in turn could possibly lead to funding and other assistance from community members.

So how does one work towards starting a Special Education Week? Here’s a few tips to get you started:

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Plan Your Campaign

Once you’ve decided how big you want your Special Education awareness campaign to be, you will need to start putting together materials to promote your campaign and make the community aware. Materials can include posters, banners, press releases, a Facebook page — use your creativity! DoSomething.org has some great tips on how to get your campaign going, and 501Connect.com offers some strategies on promoting your project on social media. And if you’re really looking to spread the word about your awareness campaign, consider using an online campaign website like Causes or CrowdRise, both of which may also help you raise funding.

Talk to Parents & Teachers

Although it may not seem it, building an awareness campaign like this can take quite a lot of time. Make sure to talk to other like-minded parents to get their help and support so you can divvy up all the components of the project and not become overwhelmed. And 9 times out of 10, the special education teachers in your school district will want to help as well. Plus you don’t want to miss out on all the great ideas and feedback other parents and teachers can bring to the benefit of the campaign!

Talk to Lawmakers

Find out who your elected officials are and contact their office to make an appointment to come in and talk to them about your awareness campaign. If you live within close proximity of your state’s capitol, consider banding together with a group and hold a Legislative Day where you walk through your state’s capitol wearing T-shirts with your message to meet with elected officials. And don’t forget to bring some of your campaign materials to leave in the offices!

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Knowing is Better Than Wondering Exploring the Types of Special Education

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Parents and guardians of children with special needs are faced with many decisions they need to make every day — what doctors to go to, what medical treatments to try, how do they meet all of their child’s needs each day. The process can be quite overwhelming!

Caregivers also have to make important decisions when it comes to their child’s education. And again, depending on what type of special needs their child has, the endeavor can sometimes leave parents with more questions than answers.

Types of Special Education

One of the most important questions parents will need to answer is what type of special education learning environment do they want for their child. Different schools offer different options, from full inclusion classrooms to specialized smaller group classes where more intensive help is needed. And depending on your child’s special needs and personality, different situations may be more suitable for them.

The good news is today, thanks to the Individuals with Disabilities Education Act (IDEA), most schools are equipped to help students with special needs. According to the National Center for Education Statistics, in 2009 about 95 percent of students who have disabilities aged 6 to 21 were served in regular schools, meaning they did not have to attend a private school or another type of institution.

The first step is to make an appointment with your child’s school to speak with your child’s teacher, principal and anyone else involved in the special education program to find out what options are available, and which options they recommend for certain disabilities and for your child in particular. According to an article on SchoolPsychologistFiles.com, schools are required to place students with special needs in the “Least Restrictive Environment,” part of the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. That means if children with special needs should be allowed to learn with their peers as much as their special needs allows them to. This would then become part of the student’s Individualized Education Plan (IEP).

Caregivers should also get feedback from their doctors for their recommendations and guidance.

To help you get started, here’s a look at some of the special education options traditionally offered in schools to give you some background on what you can expect.

Inclusion Classroom

An example of a Least Restrictive Environment for a student with special needs would as part of an inclusion classroom. According to the National Dissemination Center for Children with Disabilities, this would allow that student to learn alongside their peers — regardless if they have special needs or not. And during the day students with special needs are given all the services they require, so students with special needs are not pulled out of class during the day, but instead get to stay and work with their peers.

Collaboration

For some special needs, students can still do the majority of their learning in a standard classroom and then receive specialized help a few times a week or month from a specialist – such as the school psychologist, a language specialist, or special education teacher – resulting in a teamwork approach to the student’s education.

Resource Room

Another option your school might have is a resource room for students with special needs. In this type of environment, students with special needs are in a smaller class with a special education teacher, allowing for more attention to be paid to those who may have greater needs. Depending on the program, students may spend time in the Resource Room for just a few hours a day, or receive the bulk of their education in this environment.

Day/Out-of-District Placement

For those students with severe needs, or schools that are unable to address all of a student’s needs, sometimes these children are better served attending a specialized school outside your hometown.

 

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What Makes Special Education So Special?

If you have a child with special needs, learning about special education terminology and laws can make a significant difference in your child’s educational career. From the supports offered to enforcement of their IEP, your knowledge of special education is fundamental for your child’s success. Review this infographic to get an overview of special education:

 

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Reframing Failure For Kids With Special Needs in Education

For children with special needs, learning can be a quite the struggle. Maybe they are unable to work at the same pace as their classmates and need extra help from their teacher. Or perhaps they learn in a way that is different from their peers, which can be frustrating and leave them feeling “different.”

For example, a recent article in The Atlantic found children with special needs were having difficulty with the Common Core program used in classrooms across the United States. And another recent article in the Miami Herald says students with special needs are struggling with mandated state educational tests.

Obviously no parent or teacher wants to see a child troubled and feeling like a failure. So how can they “re-frame” this idea for kids with special needs — how can parents and educators work together to help these students get motivated, stay focused and leave them feeling great about their educational success?

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P is for Practice

From the start, parents need to put a practice into place that puts an emphasis on education. A study from the University of Leicester and University of Leeds — and published on ScienceDaily — found parents’ involvement and support in a child’s education is crucial to its success. So for all children — including those with special needs — having a home environment that is makes education a priority, and practices that consistently, is critical.

L is for Lessons

For teachers who have a child with special needs in the classroom, lesson planning becomes very important as they now have to take in consideration the learning capabilities of this student. As we have covered in our blog before, we recommend teachers take the time to plan ahead and make accommodations for any students with special needs, and do what they can to make sure the student feels involved to help boost their overall self-esteem.

M is for Modeling

Modeling can be a very effective tool for younger students when you want to show and teach them good behavior skills, such as self-esteem. An article on the website of the National Educational Association gives some great tips on how teachers can be great behavioral role models for their students, from showing respect to thinking out loud. And parents also need to be models — Purdue University found children watch and learn from what their parents say and do. So if you want your child to have a better attitude towards their education, model is for them!

G is for Goals

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Goals can be a great way for any type of student to get more excited about their education. An article on LD Online says children who have special needs should be encouraged to set goals for their education, as well as other areas of their life, as it helps them determine their hopes, dreams and desires.

C is for Communication

As with any relationship, communication is very important. In this instance, it’s important for parents and teachers to be constantly communicating with the student in a way they’re going to understand. The good news is that many of the tips we’ve already covered — modeling, goal creating, lesson planning — are all concrete ways of communicating to the student they are not a failure. However, it’s important to continually communicate and praise your student as they succeed in their education.

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