1. Inclusion and the Least Restrictive Environment
BC SECAC Meeting
October 12, 2015
Office of Specialized Services

2. Inclusion and the Least Restrictive Environment Information for Families

3. Senator Paul Harkin, Iowa, stated “
Senator Paul Harkin, Iowa, stated “. . .we will not, in our nation, measure human beings by what they cannot do. We should, instead, value them for what they can do.”

4. Inclusion means including students with disabilities as valued members of the school community McLeskey, Rosenberg, and Westling (2010)
Have several participants “pulled out” of the room for one minute.

5. Let’s look at what IDEA says about Least Restrictive Environment One requirement in providing a free, appropriate public education (FAPE) for each child is to place each child with disabilities in the “least restrictive environment” (LRE)
Have several participants “pulled out” of the room for one minute.

6. Specifically, IDEA requires school districts to ensure:

7. 1. That to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled; and. . .

8. 2. That 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 is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (20U.S.C. 1412(a)(5)) (34C.F.R (b)(1)-(2)

9. “Let us put our heads together and see what life we will make for our children.” Tatanka Iotanks Sitting Bull

10. Least Restrictive Environment (“LRE”)
To the maximum extent appropriate, children with disabilities are educated with children who are not disabled.
For some groups, we will want to do this slide as an activity. Take a few minutes to paraphrase this statement. Write what you believe it means on a card or tell what you believe it to mean to the person sitting at your side. Do you and the other person have the same understanding of this statement?
Make sure that examples are given in the discussion so that everyone understands that LRE for one student may not be LRE for the next.

11. What about a separate education?
The IEP team can identify a separate education for students but only when the nature or severity of the disability of the child is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.
Again, there should be a careful review of what this means. The descriptions must not be slanted as to eligibility, for example, you don’t want the presenter to act as though all students with MR must go to a special day class. You want the presenters to be able to talk about what supplementary aids and services are.
Relevant Questions:
1. What does the learner know?/ What is being presented in the classroom? How is the information being presented?
2. How can the learner best demonstrate what he/she knows? How does everyone else in the classroom demonstrate what he/she knows?
3. How does the learner learn best? What does that learning look like? What is the evidence of that learning?
4. What does the learner need? What are other students using? Could the student with disabilities use that same material? Does the material need to be modified? Who is responsible for modifications? When?
5. How can I assist the learner better? Start with good authentic assessment of where the student is.
There should be some descriptions of what this means in order to illustrate this point. Think of it like a puzzle. There are a lot of puzzle pieces to put together, the capacity of the classroom, the knowledge and understanding of the supports and services.

12. Why Include?

13. Inclusion in City Schools
Again, there should be a careful review of what this means. The descriptions must not be slanted as to eligibility, for example, you don’t want the presenter to act as though all students with MR must go to a special day class. You want the presenters to be able to talk about what supplementary aids and services are.
Relevant Questions:
1. What does the learner know?/ What is being presented in the classroom? How is the information being presented?
2. How can the learner best demonstrate what he/she knows? How does everyone else in the classroom demonstrate what he/she knows?
3. How does the learner learn best? What does that learning look like? What is the evidence of that learning?
4. What does the learner need? What are other students using? Could the student with disabilities use that same material? Does the material need to be modified? Who is responsible for modifications? When?
5. How can I assist the learner better? Start with good authentic assessment of where the student is.
There should be some descriptions of what this means in order to illustrate this point. Think of it like a puzzle. There are a lot of puzzle pieces to put together, the capacity of the classroom, the knowledge and understanding of the supports and services.

14. Unlocking the IEP What parts of the IEP do you need to look at?
Supplemental Aides and Services
Accommodations

15. Inclusion on the IEP Accommodations Supplementary Aids and Services
What parts of the IEP do you need to look at?
Supplemental Aides and Services
Accommodations
Supplementary Aids and Services

16. Inclusion on the IEP What parts of the IEP do you need to look at?
Supplemental Aides and Services
Accommodations

17. Inclusion on the IEP
LRE

18. Questions?