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 Respond to at least two classmates’ by Day 7. Discuss any of your own personal insights on collaborating effectively to determine the LRE for a student or ask for clarification from another classmate using an example or illustration to assert your own perspective.


Anita Browner Ware there name


According to IDEA, what do the terms Least Restrictive Environment (LRE) and Free and Appropriate Public Education (FAPE) mean?


LRE environment is when students with disabilities that should be educated to the maximum extent appropriate with peers without disabilities. FAPE requires free education that is appropriate for qualified persons with disability in the school district no matter the extent of the person’s disability.


  How does inclusion fit into the big picture of LRE? 


Inclusion means all individuals regardless of ability should be able to participate in the same environment with appropriate support, no one is excluded.


Discuss the legal ramifications of the LRE provision as mandated by IDEA, the relative and dynamic properties of LRE, and the collaborative dimension of implementing LRE for students in special education.


”The case law increasingly uses the LRE standard to require school districts to exhaust attempts to serve students with disabilities in the general education classroom (Keuhne, 1998).


The relative and dynamic properties of LRE makes sure students are placed appropriately and teachers keep in mind that placements for students can change according to the system evaluations. The collaborative dimension of implementing LRE for students in special education makes sure a team of members come together to discuss what is best for the student to successfully learn.


  In addition, discuss any personal experiences you may have had as part of an IEP team for a student where LRE was determined, or any insights you might have on ensuring LRE and FAPE for all student. I have not attended an IEP meeting but know that team comes together to discuss goals and strategies to ensure the child is successful in a regular classroom setting.


Elizabeth Holguin there name


LRE is a requirement by the federal law that states that all students with disabilities should receive education to the extent that is most appropriate for them. LRE also requires that students with disabilities receive education in a general classroom, with nondisabled peers and they are not to be removed from regular classes; even when supplemental services and aids are used, unless they cannot achieve education in regular classes satisfactorily (Keuhne, 1998)). FAPE means that children with disabilities will receive the appropriate education under the public school system, with no cost to the parent. IDEA does not define inclusion because it requires school districts to make sure there is an individualized approach to determining the less restrictive environment for students with disabilities. In such as case, inclusion is not implemented as a one-size-fits-all approach; rather, it requires an individualized enquiry into the unique educational needs of each student with a disability and determining the supports and aids needed to meet their needs.


Some of the legal ramifications of the LRE provision are differing opinions on the implementation of LRE. The provision is implemented synonymously with inclusion and mainstreaming terms, although they are not defined in the statute. Furthermore, while the LRE statute supports the integration of students with disabilities in general classrooms, it also supports the idea of using alternative placements (Keuhne, 1998).


LRE provision has both relative and dynamic properties. One of the relative properties is practical applications of LRE. The students my change and the teachers are different; therefore the process of determining the most effective placement is a dynamic property because it may change (Keuhne, 1998). To ensure LRE and FAPE for all students, it is important to make an individualized enquiry; every student is unique and may different kinds of placements or modifications. Some of the students with a disability may have behavioral problems, impacting the quality of the services they receive or having potential harmful effect to others. When such is the case the needs of the student cannot be met effectively in that environment, and other placement considerations should be made.


Discussion 2


Janice Rorie there name


According to the Center for Parent Information and Resources contents of the IEP (2010) states:


A statement of the child’s present levels of academic achievement and functional performance, including how the child’s disability affects his or her involvement and progress in the general education curriculum;

A statement of measurable annual goals, including academic and functional goals;


A description of how the child’s progress toward meeting the annual goals will be measured, and when periodic progress reports will be provided; A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child;

A statement of the program modifications or supports for school personnel that will be provided to enable the child to advance appropriately toward attaining the annual goals; to be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and to be educated and participate with other children with disabilities and nondisabled children;


An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities;

A statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments;


The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.


Summarize these components and explain the purpose and importance of the IEP in supporting the student’s educational outcomes.  Explain the role of the family in the IEP process.


Students with disabilities are given IEP’s to see where they are in their developmental domains. The IEP’s help them to understand if they are meeting certain goals in their assessments given to them by their teachers. IEP’s are important for any child who struggles with their learning, and families who have children with certain disabilities are entitled to assist their child or children in their learning from what they need to know to become educated in the areas of their child’s development from which they are struggling with to help with the IEP data because if a child is having difficulty with their learning assistance would be recommended.


Alaina Irias thats they name


An IEP is an individual education plan, which must consist of the child’s present academic level and functional performance as well as their annual goals and child’s progress throughout the year when progress has been checked.  There also needs to be a description of services provided to the child at school such as speech therapy or OT.  If anything needs to be changed or modified for the child it needs to be included, and where and when the child with be with their non-disabled peers.  There should also be a statement of any individual accommodations that need to be made in order to measure progress and success throughout the year.  There also needs to be a date for the beginning of services and modification as well as frequency, location, and duration of said services (Center for Parent Information and Resources, 2010). 


IEP’s are very important because they help students succeed and move forward in their education, while some students may be farther behind their non-disabled peers, other students fall just a bit short of where they should be based on their age and academic level.  This is why IEPs are so crucial to students because no disability is exactly the same and all students need to have their own specific and important goals to be working toward that can be measured.  IEPs pick goals that are going to help give students a better quality of life in the long run whether that be academic, life skills, or social skills like playing ball with a partner. 


The family has a crucial role in this planning because they know what their child needs to work on the best.  They also have a good idea of what works for their child and what does not as well as how he or she is doing in outside treatment such as speech, OT, ABA etc.  The family is also important because they need to support the goals that are on the IEP so that the child is being held responsible for all of the same activities across all environments.  Personally I worked with a 16 year old non-verbal child with autism, and he was working on life skills like putting his plate away and cleaning up when he had finished eating lunch, but at home he was not responsible for cleaning up.  So when he was at school and they placed a demand on him about half of the time he would have an outburst and the other half he would listen and clean up.  I know the kids that I work with as an RBT we are always checking with school and speech to make sure we are holding them accountable for the same responsibilities so that kids can catch on sooner.






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