LeastRestrictiveEnvironment(LRE)-ExceptionalChildren.pptVIP

7/2010 * * 7/2010 * * 7/2010 * * 7/2010 * * 7/2010 * * 7/2010 * * 3rd Bullet: Plan does not add session length. 7/2010 * * 7/2010 * * 7/2010 * * Give an example in the presentation for second bullet. Handout: 4 questions for team to consider to develop LRE justification 7/2010 * Kara’s Story Kara’s school day begins at 8:00 am and dismisses at 2:30 pm. There are 390 minutes in the instructional day. Kara is removed from her nondisabled peers for 60 minutes per day. 60/390 x 100=15.4% Kara is removed from her nondisabled peers for 15.4% of the instructional day, meaning that Kara spends 84.6% of her day with nondisabled peers. This places Kara in the regular placement on the continuum. * Adapted from NICHCY 2007 LRE Decisions The LRE Justification Statement is recorded on the DEC 4 page 9. The LRE statement must answer the question “why” the student’s education cannot, even with supports and services, be achieved in the regular education class/environment and thus the student must be removed from his/her typically developing peers for specially designed instruction. This statement should not just restate the disability category or the setting…but focus on the educational needs of the student that require the removal from nondisabled peers. * Kara’s Story When the IEP Team discussed general education participation, it was determined that Kara’s math instruction would occur away from her nondisabled peers. This decision was based upon the significance of her skills deficits and the intensity of instruction required to meet her individual needs. The statement below reflects the justification of this decision: Math instruction will be delivered in the special education classroom because Kara’s skill deficits in sequencing, calculation and problem solving are of such significance that they require intensive pre-teaching and re-teaching which cannot be provided in the general classroom setting. * Adapted from NICHCY 2007 The IDEA requires all s