response

response 1

Lee

Mr. Franklin,

According to IDEA, the law states "That separate classes, separate schooling or other removals of children with disabilities from the regular educational environment occurs only if 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"  (Pub. L. No. 94-142, Sec. 612(a)(5)(Instructor guidance, ESE 603: Wk 3). LRE or the Least Restrictive Environment under IDEA states that all children regardless of ability should be allowed to participate in a general education classroom with non-disabled peers. A child should only be pulled out or educated in a different environment when education including supplemental aids and services is not possible or not helping a child in the LRE (Instructor Guidance, ESE 603: Wk 3). Under FAPE or Free Appropriate Public Education, it states that all children regardless of ability are entitled to receiving FAPE in the least restrictive environment. This includes every educational setting as nondisabled peers such as the lunchroom and recess (Center for Parent Information and Resources, 2014).

We do not get to choose on having more or fewer children in the classroom based on disability or no disability. Having 30 children in the classroom is appropriate by law. It is not appropriate to question the placement of children in a classroom strictly because they are disabled. We will continue working together as we have been in providing comprehensive services to all children in our classroom. We are a great team and we can work together to ensure that these children are successful in the general education classroom. Through our IEP team, we can decide if any of these children require supplemental aids or services which will help each child be successful and us in being successful in educating all the children.

The goal under IDEA at the state and local level is to increase and expand the inclusion of those with disabilities. There remain many families and children who continue to face many difficulties accessing school in the least restrictive environment without many barriers and continue to receive education in separate settings ( http://www.disabilityscoop.com/2015/05/19/feds-inclusion-preschools/20318/ (Links to an external site.) ). It is required under IDEA that Schools must ensure that students with disabilities are given the chance to make adequate progress in a general education classroom. Here is a resource for you that explains LRE under IDEA and the growth in the percentage of disabled children being educated in the LRE over the last 25 years. (Williamson, P., Hoppey, D.,McLeskey, J. Bergmann, E., Moore, H., (2020). Trends in LRE Placement Rates Over the Past 25 years. The Journal of Special Education, Vol. 53(2) 236-244. ( https://journals-sagepub-com.proxy-library.ashford.edu/doi/pdf/10.1177/0022466919855052 (Links to an external site.) ).  This article will give you some insight into the journey of LRE from the past to the present and why it is important by law that we provide general education to these children.

In the years I have taught in inclusive classrooms, I believe more and more in the importance of allowing children with disabilities to be educated alongside non-disabled peers. Children with disabilities being able to experience, watch, and interact with children who are non-disabled helps create new connections and abilities for children with disabilities that I don’t believe can be taught just through teacher instruction in a segregated environment. Being placed in the general education classroom, despite the need for related services, allows for the socialization skills that help all children including those with disabilities the needed skills to function in an environment with others now and later entering into life. In my personal experience, this integration and acceptance of others in a general social setting open more doors for problem-solving skills, self-regulation, and socialization skills that then give more acceptance in learning academic skills when children feel included, important, and equal.  Yes, Mr. Franklin 30 children is a lot, however, we are given a chance to make a continued difference in the lives of others by welcoming these children into our environment and giving them the best legal education in the LRE.

Sincerely,

Leigh Ann Brite

Special Educator 

 

 

References

Center for Parent Information and Resources. (2014, March).  Considering LRE in placement decisions (Links to an external site.) (Links to an external site.) . Retrieved from http://www.parentcenterhub.org/repository/placement-lre/#regular

 

Feds Call For Greater Inclusion In Preschools - Disability Scoop. (n.d.). Retrieved from  http://www.disabilityscoop.com/2015/05/19/feds-inclusion-preschools/20318/ (Links to an external site.)

 

Williamson, P., Hoppey, D.,McLeskey, J. Bergmann, E., Moore, H., (2020). Trends in LRE Placement Rates Over the Past 25 years. The Journal of Special Education, Vol. 53(2) 236-244. ( https://journals-sagepub-com.proxy-library.ashford.edu/doi/pdf/10.1177/0022466919855052 (Links to an external site.) ).

Response 2

Niki

Dear Mr. Franklin,      First of all, let me express my gratitude and admiration for you. Because of your open-minded character, willingness to learn and apply new teaching strategies, positive attitude to problem-solving in our class, and well-developed collaborative skills and sense for teamwork, we have earned a positive reputation for your proactive classroom management that leads our students to be independent learners who actively engage in learning and make progress.      I have to confess that I share your worries about having thirty students (six more than the current number) in our class from the next term. We will certainly need to review our planning, classroom environment, and class management. It will require a great effort, especially at the beginning, not only from us but also from the current students.      Because the announced number of students is compatible with the law, we will welcome all the newcomers and adapt our styles to their needs. At the moment, the principal wasn’t specific about new students, so we do not know their academic levels of achievement and their individual needs. We do not know if our new students have some disabilities or not. However, the school is expected to accept all the students regardless of their disabilities and provide an education in the Least Restrictive Environment (LRE). The least restrictive environment (LRE) is defined and guaranteed by the Individuals with Disabilities Education Act. Students with disabilities who received special education should spend as much time as possible with peers without disabilities in general education classrooms. The current LRE mandate states that “Each public agency (Links to an external site.)  must ensure that - (i) 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 nondisabled; and (ii) Special classes, separate schooling, or other removals of children with disabilities from the regular educational environment occurs only if 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.” (Sec. 300.114 LRE requirements, 2017).      Please note that, as our current students with disabilities, also the new students who have been found eligible for special education services under IDEA will be provided with their personalized Individual Education Plans (IEP) that will contain the detailed description of their disabilities, current levels of achievement, annual goals, supplementary aids, and related services they are eligible for. As students’ general and special educators, we will become the members of their IEP team. Following the students’ IEP, we will adapt the classroom setting and prepare specific supporting materials and tools, as necessary, to guarantee that the environment is least restrictive (LRE) and safe to accommodate all the children regardless of their disabilities. If requested by the IEP, we will closely collaborate with support, special, and related services personnel. Some students might attend their special services out of the classroom if their IEP team has found this solution more appropriate for their learning. In such cases, the conditions will also be described in a student’s Individual Education Plan.      The Center for Parent Information and Resources published a very informative article related to the Least Restrictive Environment for students with disabilities (Considering LRE in Placement Decisions). Here is the link (Links to an external site.) . The key terms, such as ‘Regular Education Environment,’ ‘Satisfactorily Educated,’ ‘Supplementary Aids and Services, and others are explained in an understandable language. (Considering LRE in Placement Decisions, 2017).      I am sure that together with other supporting staff and specialists, we will be able to provide the best education to all our students regardless of their abilities. Sincerely,

Nikol Hellebrandova Special Educator ..............

References Considering LRE in Placement Decisions. (2017, September 15). Retrieved April 2021 from Center for Parent Information and Resources: https://www.parentcenterhub.org/placement-lre/ Sec. 300.114 LRE requirements. (2017, May 3). Retrieved April 2021 from IDEA - Individuals with Disabilities Education Act: https://sites.ed.gov/idea/regs/b/b/300.114/a

6:20pmApr 15 at 6:20pm

Response 3

Ebeth

Mr. Franklin,

                I understand your concern with receiving six new students that will bring our classroom to the maximum limit of children allowed. Let me say that we have done great so far this school year in providing a fair and equal education to all our students and as a team we will be able to keep going strong for the new students.  Mr. Franklin is you can recall the information I shared with you about IDEA, the law states; all students with special needs are protected under this Law.  It states that these students are entitled to FAPE, which includes teaching students with disabilities in their LRE – Least Restrictive Environment.  This Law requires that "students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers" (Disability Rights California, 2011 7-1). Under these laws, the students with disabilities are not allowed to be removed from a classroom of peers that are not disabled for it is a regular learning environment. Remember that each of our students that have a disability has an IEP and as a team we will follow the plans to reach their goals. With every student that has an IEP we can read the plans before the begin our class and prepare ourselves ahead of time. I have researched about placements of children and what are the percentages of students with disabilities are receiving an education, I would like to share an interesting article for you to read: Williamson, P., Hoppey, D.,McLeskey, J. Bergmann, E., Moore, H., (2020). Trends in LRE Placement Rates Over the Past 25 years. The Journal of Special Education, Vol. 53(2) 236-244. (https://journals-sagepub-com.proxy-library.ashford.edu/doi/pdf/10.1177/0022466919855052 (Links to an external site.  This may help you with questions you still have.

                In my personal experience where I teach now, I believe I am allowed ten students in my classroom. I currently have seven students with five that are on the spectrum. Today I was told I will have two new children starting Monday, one child as CP and is getting tested for ASD and the other child is general education. My day as it is right now is busy and at times total chaos. There are days that I feel I have just survived and handle attitude rather than teach. Then I have a RBT or a parent that comes to me and shares what one of the students did, for example said a word, sang a song we learned, or like today for example finally ate a new food. I have a cute three-year-old that has a GI tube and all he will eat is chips, crackers, or goldfish when he is in the classroom. Today he was watching me eat my lunch and I had french fries, he was watching me eat so I offered him one. Now he watches me a lot for I am one of his preferred people, so I offer food often only for him to turn me down. Today though, he ate four French fries! I was ready to cry. No matter how little the task is, if completed willing without a fight, we cheer. Without FAPE or LRE laws, our students will not get a chance to be themselves, to experience friendships, or to learn life skills. We are making new adventures for our students and either we have ten students or fifty, if we work together as a team, our sudents will learn, grow, and be prepared for their future.

Continue to Educate,

Elizabeth Alexander

 

(2011) Disability Rights California 7-11

https://www.disabilityrightsca.org (Links to an external site.)

Williamson, P., Hoppey, D.,McLeskey, J. Bergmann, E., Moore, H., (2020). Trends in LRE Placement Rates Over the Past 25 years. The Journal of Special Education, Vol. 53(2) 236-244. (https://journals-sagepub-com.proxy-library.ashford.edu/doi/pdf/10.1177/0022466919855052 (Links to an external site.)).