Why lre

Providing supplementary aids and services is essential for many children with disabilities to progress and learn. But just what are supplementary aids and services? Supplementary aids and services can also include direct services and supports to the child, as well as support and training for staff who work with that child. Determining what constitutes appropriate supplementary aids and services for a particular child is made on an individual basis. Examples can include:.

Supplementary aids and services are intended to be provided in regular education classes, other education-related settings, and extracurricular and other nonacademic settings. This pretty much covers the gamut of school settings where children might be engaged in learning, interaction, and development.

No, to both questions. As stated in the language of the LRE provision, supplementary aids and services are to enable the child with a disability to be educated in regular classes with nondisabled children to the maximum extent appropriate. The fact that supplementary aids and services often play a decisive role in whether or not the child can be satisfactorily educated in the regular educational environment makes it all the more important that the school system meet its responsibility to provide them and to educate the child in the LRE to the maximum extent appropriate.

Section For children with severe disabilities, a self-contained classroom with an aide and classmates that are also disabled may be the LRE. The hardest children to place are the ones who have hidden disabilities that may not be understood by their typical peers, such as autism.

They may have behaviors that disrupt a typical classroom, but are too high-functioning to do well in a self-contained unit. A student qualifies for the protections of the IDEA and special education services when a disabling condition severely impacts access to learning and specially designed instruction is needed. Parents can learn this terminology to help in their advocacy.

Research demonstrates that students with disabilities perform better academically and learn social skills when they have access to the general education setting with proper support.

Still, some Washington schools struggle to provide meaningful access to general education programs and settings.

In , the state reports that only 56 percent of students with disabilities are included in general education settings for percent of the school day. The U. Department of Education maintains a website that shares language directly from the federal law. According to Sec. If a student is unable to access learning in an appropriate way FAPE because of the nature or severity of the disability, then the IEP team considers alternative placement options.

IEP teams consider a wide range of placement options. School districts are not required to have a continuum available in every school building. A school district, for example, might have a self-contained setting or preschool services in some but not all locations.

A key word here is appropriate. Mainstreaming and Inclusion. When LRE comes up, so do the words mainstreaming and inclusion. A mainstream classroom is a general education classroom. Mainstreaming means putting your child with special education needs in the general education classroom for some or most of the day. Your child may also have some instruction in a special education classroom. Keep in mind that the word mainstreaming is being used less and less by schools. An inclusion classroom is a general education classroom that has students who receive special education.