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LEAST RESTRICTIVE ENVIRONMENT
TODAY’S GOALS
Define LREReview Statute/Regulation
and Guidance Summarize LRE DataPractice Using the
Preschool Settings Decision Tree Examine PD Resources
RESTRICTIVE
Let’s talk about the word “restrictive”:
MOVING FROM REGULATION TO PRACTICE
https://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf
POLICY STATEMENT ON INCLUSION OF CHILDREN WITH DISABILITIES INEARLY CHILDHOOD PROGRAMS
• https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschool-lre-dcl-1-10-17.pdf
UPDATED DEAR COLLEAGUE LETTER ON PRESCHOOL LEAST RESTRICTIVEENVIRONMENT
USDoE recognizes and applauds:• Expanding opportunities for early learning (PDG and Head
Start)• Increasing quality of early learning• Development of early learning standards that are
integrated into Quality Rating Improvement SystemsIdentifies that:• No proportionate expansion of inclusive learning
opportunities• LRE requirements have existed since 1975 (EAHCA)• ED continues to receive inquiries about the applicability of
the requirements to Preschool (3-5)
https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/preschool-lre-dcl-1-10-17.pdf
REFLECTING ON THE MESSAGE….We are writing to reaffirm the position of the U.S. Department of Education (ED or Department) that all young children with disabilities should have access to inclusive high-quality early childhood programs where they are provided with individualized and appropriate supports to enable them to meet high expectations.” Jan. 9, 2017 Dear Colleague Letter - U.S. Department of Education
FAMILY VOICES
All parents and (caregivers) want their children to be accepted by their peers, have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities.—PBS.org
LRE CONTINUUM OF SERVICES
LRE PROVISION IN IDEA
“…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 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.”
Regulations: Part 300 / B / 300.114
https://www.youtube.com/watch?v=SszrAs_AXug
LUKE AND WATER PLAY
IEP TEAM CONVERSATION:
Would the child be successful utilizing supplementary aids and services?
If the answer is yes, then the child should be placed and educated alongside typically developing peers in a regular education setting.
Adapted Adapted
Special Educator
General Education Curriculum
SPECIALLY DESIGNED INSTRUCTION
Image courtesy of Brighthub http://www.brighthubeducation.com/preschool/
HIGH EXPECTATIONS AND ACCESS
• Improved outcomes for both general education students and students with disabilities
• Pull out models fail to meet needs of students (US Dept. of Ed.)
• Pull out results• Lower grades• Lower attendance• Same or worse achievement• No reduction in behavioral issues• Content missed (Rea, McLaughlin, Walther-
Thomas)• Disproportionate number of low-income and students
of color removed for pullout (Brantlinger et al, 2005)• Most students prefer to be in general education settings
(Elbaum, Schuuum & Vaughn; Brantlinger, 1996)
INDICATOR 6-PRESCHOOL SETTINGS
• Indicator 6- Percentage of children ages 3-5 with IEP’s • (A) Receiving majority of special education and related services in
regular early childhood program, • (B) Attending separate special education class, separate school, or
residential setting.
Settings of Preschool Aged Children, 3-5 Years OldArizona (2016)
https://b6tools.ideadata.org/
ACCURATE DATA COLLECTION
Professional Development to support districts to accurately report IEP determined environments for children with disabilities:
Interactive Application-Decision Tree B6 Data Reporting Webinar Practice Scenarios
B6 DATA REPORTING TOOL
LET’S PRACTICE
Jody’s Scenario Faun’s Scenario Tina’s Scenario
A1 B1 B2 C1 C2 C3A2
Practice Scenarios
% OF PRESCHOOL INCLUSION BY DISTRICT
0102030405060708090
100
RECP > 10 hours/wk; majority of SPED in RECP (PA1)
100% 50%-99% 0%-50%
HOW CAN WE INCLUDE CHILDREN WITH LOW INCIDENCE DISABILITIES INTO AREGULAR EDUCATION SCHOOL SETTING?
CONTINUUM OF SERVICE OPTIONS
Regulations: Part 300 / B / 300.115 Sec. 300.115 Continuum of alternative placements. (a) Each public agency must ensure that a continuum of alternative placements is
available to meet the needs of children with disabilities for special education and related services.
(b) The continuum required in paragraph (a) of this section must-- (1) Include the alternative placements listed in the definition of special education
under Sec. 300.38 (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions); and
(2) Make provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement.
(Authority: 20 U.S.C. 1412(a)(5) )
PRESCHOOL SERVICE CODES
ASSESSING OUR CONTINUUM (HANDOUT)
Continuum: Regular classesPA, PB
Special classesPD
Special schoolsPE, PG
Home instructionPH1, PH2
Hospitals and institutions
PS
Examples:
Head Start site namesLocal preschool program names
Self containedclassroom (campus name)
Private school names
Private clinic names
Add your own examples:
INCLUSION TASK FORCE
INCLUSION TASK FORCE
Theory of Change: If we strengthen parents’ knowledge of legal rights and support
them to self-advocate… If we support programs to braid and blend funding to facilitate
inclusion… If we increase awareness and continued education of high quality
inclusive practices for all… If we support programs to deliver high quality specially designed
instruction for young children… Then, All children, with family and community support, will receive
high quality instruction and be able to participate in high quality early learning environments, in order to develop to their fullest potential.
Phase 2: Implementing the proposed activities
ACCOUNTABILITY AND INCLUSION
A-F Accountability Business Rules https://cms.azed.gov/home/GetDocumentFile?id=5935ca0b3217e11ac0b667db
Special Education Inclusion The intent of this metric is to reward schools that have greater than the
state average (7%) of special education kids in general education classroom at least 80% of the day. This calculation includes grades K-8 students. To be eligible for these points, a school must meet the minimum n-size of 20 FAY students.
If preschool children came from inclusive settings it’s easier to justify placing them in integrated, inclusive Kindergarten settings.
THANK-YOU
Suzanne Perry ECE Special Education [email protected]
Millicent Archer Program Specialist ECE Unit, Task Force for Inclusion [email protected]
