The term Least Restrictive Environment (LRE) is one that we have become very familiar with in our program. Basically from the state's perspective LRE is typically as close to the general education classroom setting as possible. This means to minimize pullout and outside services as much as possible.
Many debate the controversy or LRE as to mainstreaming, inclusion, special classes or schools. We would like to address this controversy in regards to the Deaf-blind student.
Here are some articles about this controversy
Interpreters hired for the classroom or job setting
Deaf education in Utah (start at the bottom of page 44 and read to page 47)
Eligibility requirements for Deaf-Blind (go to page 3 of the pdf)
We think that one must consider the meaning of 'restrictive'. A deaf-blind student in a mainstream setting would be restricted in their learning, especially if there is no qualified interpreter provided. Having the deaf-blind student attend a special school with interpreters and aides would allow the student the freedom to use their natural language of sign. There are many factors to consider such as finances for attending the school and location of school. We understand that the decision is on an individualized basis that the IEP team must discuss and consider. This is not a cookie-cutter situation.
What is your interpretation of "Least Restrictive" in the case of a deaf-blind student?
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I agree that no child should be denied the right to inclusion--cost should not be a factor of whether or not a child's human needs are met. Human needs include the need to be loved as the number one need. Social interaction and involvement in coursework that any student can access are both examples of inclusion. It is so important to consider all of the factors in attending a school that will enable a child to enjoy the most inclusive education, but altogether parents and teachers should make it work no matter what. I agree that it is totally an individual decision--and that's part of inclusion: making the decision with the input of the person who will be included!
ReplyDeleteI agree with Britany that social interaction is very important to a child's overall learning process. I think that inclusion could could provide an excellent learning opportunity and social experiences for both the Deaf-Blind student and the others in the classroom. However, if the students needs cannot be met in the 'LRE' then an alternate course needs to be considered. I believe that any student deserves the right to learn, and deserves to be placed in the best position to do that. If the proper services cannot be provided within the inclusion program, the student should be able to go where they can be. I don't believe this can be used as an easy out. Inclusion can be a great thing and if possible I would think that catering to a students needs within it would be the best way to go.
ReplyDeleteSomething from the second article that I liked was when it talked about placing a student in an environment where they feel comfortable enough to actively participate and progress in the curriculum. I think that the opportunity to participate and progress are two things that each student deserves in a classroom setting. If they do not feel comfortable enough to participate in mainstream school other routes should be taken. Like Britany and Shelly both have mentioned, social interaction is necessary to every child's academic well-being, but in the case for what is best for the child - a special school may be what is needed. If mainstreaming the child does not give the student all the services and attention needed then that is not the least restrictive environment. Every student and child is different and each case must be treated as such, but the decision as to where to place the student should be a well thought out question for the IEP team, family of the student, and most importantly the student if able. Once again we must always be looking to do what is best for the student in helping them succeed.
ReplyDeleteI also feel that the "least restrictive environment" is the setting where the student can receive the greatest access to academic curriculum and social interaction. Ideally, I would want a deaf-blind student to be in a general education classroom, but have interpreters, classroom set-up, instruction strategies, social environment, tools, etc. all designed to give them opportunities to learn as much as possible. A fun and valuable strategy could be to teach the whole class the deaf-blind alphabet and encourage them to be helpful and considerate. I can see how it might be difficult for a teacher to teach the rest of the class to their highest potential while arranging all of these special accommodations, and the IEP team for each child would have to make that decision.
ReplyDeleteI pretty much agree with everything that has been said. I think that it just depends on the preferences and needs of the child. If the child wants to be in a general school and thier social and academic needs are being filled, then great! If they need to go to a special school to have those needs filled, then great! :) I think a lot of it depends on the individual child's preference and the needs as determined by the IEP team.
ReplyDeleteI feel like the least restrictive environment would be for a deaf-blind student to be in a general classroom, and have an interpreter at hand. I think money shouldn’t be an issue of getting interpreters for people, but it is. And I think because of that deaf-blind students are almost forced to go out of the least restrictive environment and go somewhere else where interpreters are provided like a deaf-blind school. I am not saying that a deaf-blind school isn’t the least restrictive environment, because I think it is great that they have a place to go that is so accommodating to their needs. I just think that personally the least restrictive environment is being placed in a general education classroom with the proper tools at hand. But ultimately it is up to the student and the parents to decide what is best for their child and themselves. They are the ones that are going to decide what kind of environment they are in. If money wasn’t an issue, I think a lot more deaf-blind students would be able to be in the general classroom if provided an interpreter which in my mind would be the least restrictive environment.
ReplyDeleteI agree with what most of everyone has already said. I personally want everyone to be in the general education classroom. However, it is not the best decision for all. Inclusion is a wonderful thing, and can be so beneficial for many students, especially for social interaction (like has been said before). For a student that is deaf/blind to be in the general education classroom, there must be an interpreter. money should not be an issue, but it sadly is. There are many factors going into the LRE. It is individualized. So ultimately I cannot decide whether or not the "deaf/blind student" should be in the gen ed classroom or not. I don't know the student. I do not know the full situation.
ReplyDeleteWell as we all know money seems to be the driving factor for all situations, and unfortunately it applies to education. I don’t think that money should be the driving factor to all situations, but regrettably its reality. In the case of the deaf/blind student I agree that they would have to have an interpreter with them at all times in any school setting. Whether it is in a special or general education classroom. It would be detrimental to the student to not have an interpreter in any setting. Furthermore, I agree with Kelli. I cannot say that I agree the student should be placed in the general education classroom, because I don’t know the student or the situation.
ReplyDeleteThis is an interesting concept and we were just discussing this the other night in 410. I think that LRE is a relative term. Just with anything in Special Ed., it's about individualization for the needs of every child. What could be restrictive for one deaf/blind child could be the right fit for another. Just because two students have the same disability does not mean that it will manifest itself the same way nor will it affect their education in the same way. That being said, there are some factors that should remain constant. For example, access to an interpreter or deaf/blind intervener. However, just as others have said, money and resources are definitely an issue when it comes to providing adequate education for students with special needs. As much as I would like to see every student serviced exactly as they should be without worrying about funding, that is not realistic. I think that when it comes to the LRE, it should come down to what is least restrictive for the individual student, not what people think is least restrictive for all students with a specific disability.
ReplyDeleteThe term "least restrictive environment" means to give the student the best educational situation for them that doesn't exclude them from their peers as much as possible. I agree with everyone that social interaction is a necessity, and if the student is given the proper aid, he will feel comfortable enough to interact with his peers, and participate in the classroom. Although the child may receive more individual help and guidance in the special education classroom, the student will benefit greatly from social interaction, and be made to feel as an equal with his peers. This ability to interact socially, instead of being isolated, will enable the student in the future. So, to sum up, I think that the student should be given the chance to be in the general ed. class, and have the aid available to help him succeed in such a setting.
ReplyDeleteI hate to be the sheep, but it seems that we all basically agree with regard to this situation. While, on one hand, life could be more difficult in an inclusive setting as interpreters would be vital to a student's academic survival, this should not be something that determines the situation; the easiest thing is not always the best or the right thing. It should be up to the student to decide what sort of lifestyle he or she will lead. The extra burden upon us or upon aids should not matter--we are there to be burdened with the livelihoods of such children. Each child might feel differently about inclusion--and that's the beauty of individualized education programs! People are different and we cater to those differences.
ReplyDeleteMan, I love special education.
I feel like the term “Least Restrictive” is different for every student. Some parents would say that putting their child in a ‘special’ classroom or school instead of mainstreaming them is restricting them. However, if you throw a deaf-blind student into a regular education class, they ARE going to be restricted. They will have many limitations and it is going to hinder their overall growth and development. Placing a deaf-blind student in an environment where they will be able to learn sign and to more easily communicate is going to be extremely beneficial in their educational growth. However, with this all being said, the easiest thing is not necessarily the right thing, like Ash said. Just because placing a deaf-blind student in a special classroom would be easiest, does not mean it’s what the student wants or needs. Maybe the student needs to be challenged and pushed for him/her to be able to grow and progress. Overall I think there’s no clear cut solution or answer. It depends on the student and the situation.
ReplyDeleteOnce again I agree with pretty much everyone that has already commented. The whole idea of putting a child in a least restrictive environment is to make sure that all of their needs are met. If we try to force a child into a general education classroom when they are not ready for it actually puts the child in a more restrictive environment. Each child should be considered as an individual and unique situation. IEP team members should make sure to consider all aspects of a child’s life and situation to make sure that they are actually placed in the least restrictive environment.
ReplyDeleteAlthough every situation is different and must be considered on an individual basis I think a good general rule as far as LRE goes is that whatever setting the student is in allows him or her full access to the curriculum. For example if a student is placed in a general education classroom but does not have the necessary interpreters or AAC devices then that student is not in an environment conducive to learning. However, if a student is in a special education classroom or a private school and does have the proper interpreters and devices that should be considered the LRE because it allows the student full access to the necessary curriculm. Of course, the IEP team and the student's family should ultimately make the decision that they feel is best for the student. Once again,every situation is different and should be evaluated individually to ensure the student receives the best possible education.
ReplyDeleteI believe in cunjunction with the disabilities act, that accomodations need to be made and if a school or teacher could not afford to have someone always on site, or campus) they should come up with a solution, voluteer interperter, or be responsible to locating a school that would best fit the needs of a disabled student.
ReplyDeleteA deaf/blind student has so many more options out there than they, or we can even comprehend.
We have two new completely deaf students where I work, they are both mainstreamed yet still need some extra therapy..I call it love and attentio. These sstudents do remarkably well even with their dificullties.
My belief, if the student with diabilities is making progress and if they are able to participate in main stream courses, then by all means, make a plan!!
The more they are included and an extra attempt is being made to help students who are blind/deaf then they will have choices. I would LOVE to become fluent in another language, such as signing for a person with disabilities.
I agree just like everyone is saying about inclusion in a school. I think that taking a deaf/blind out of main strem class becuase of the disabilities is the easy way out, I think it's such a cop out especially if the child is main stream, i dont believe that it's fair and that everyone deserves a fair chance and should be treated that way. There are so many ways to help a person with both of these disabilites especially with the technology that we have today and they should be used that they child could stay in the main stream class!
ReplyDeleteI agree with what others heve said about the definition of a least restrictive environment. What is good and least restrictive for one student may not be least restrictive for another student. For this student, being in a regular classroom would probably be restrictive. The student would not have appropriate resources and attention from teachers. With a self-comtained classroom, the student wold have the resources needed to communicate and learn effectively.
ReplyDeleteIts good to see at least that there will be teachers coming out of our cohort that understand and will be fighting for LRE in whatever terms that means for individual students in our classrooms. I do feel that being in a general education classroom would appear to most as the LRE. Im not sure about what IEP goals each student is trying to reach and how that is achieved in the GenEd classroom or even with an interpretor if a more pull out class would be beneficial. In an ideal world- money would never be a problem and we would have all the resources that we needed (interpretors at hand, trained teachers to teach children who have deaf blindness) but lets face we dont live in an ideal world and we never will. Thats what makes teachers who are willing to look at whats best for the child to progress is whats so important and looking at each person as an individual.
ReplyDeleteAs many others have said, the least-restrictive environment is different for every individual, and inclusion measures should be chosen at an individual basis while collaborating with other teachers, parents, and if possible the student themselves to decide how to be included.
ReplyDeleteIn general, I think that if the school has enough funding to have interpreters for deaf/blind students, and they have the mental capabitlity to stay in a Gen. Ed classroom then that is where they should be. But if the student does not feel comfortable in that setting then it is not the LRE for that student and other plans should be considered. But it is all on an indivudual basis.
It does not really sound like there is much controversy between us and that the deciding factor is money. If I were a parent of a deaf-blind child, I would ensure that my child went to an affluent school. That may not
ReplyDeletesolve all of my problems, but I think it would help.
I agree with what many of you have said in that LRE can be different for each student. I think that generally, if mental acuity is not an issue, deaf/blind students could stay in the general education classroom. However, they would need an interpreter. From what the article about the qualifications for deaf/blind interpreters, it sounds pretty intense. Also, it sounds like they are far and few between. I do not know if that is even a possibility for most school districts. Therefore, I think a school should do what it can and that we should recognize there is a limit.
I think that with the resources we have with us right now that we should be able to accommodate in both settings, with federal funding and common sense. We must face the facts that not everyone can participate in everything in this world. Everyone was made different and we have to learn that we don't like in a perfect society. The question is where do we draw the line at perfection? Do we get as close as we can? When do we stop to decide that we've done the best we can? I believe in both sides of this issue and think that we can both be happy if we both choose to give up on those things we hold dear to.
ReplyDelete