Implementation of Programs and Services for
Students with Disabilities in the
Least Restrictive Environment (LRE)

Developed by
LRE Design Team

Facilitator: Judy Schrag

Brigitte Ammons, Protection & Advocacy, Inc.

Marta Anchondo, Team of Advocates for Special Kids

Jackie Anderson, California State University Hayward

Catherine Blakemore, Protection & Advocacy, Inc.

Maureen Burness, Special Education Local Plan Area,
Association of California School Administrators

Mary Falvey, California State University Los Angeles

Kathleen Gee, Saint Mary's College

Ann Halvorsen, California State University Hayward

Gwen Johnson, Bakersfield Unified School District

Steven Mark, Los Angeles Unified School District

Dona Meinders, Least Restrictive Environment Project

Dale Mentink, Protection & Advocacy, Inc.

Katherine Parnes, Southeast Special Education Local Plan Area

Rosa Solorzano, Parents Helping Parents

Deborah Tweit-Hull, San Diego State University

Alice Parker, California Department of Education, Special Education Division

Mary Hudler, California Department of Education, Special Education Division

and the California Department of Education, Special Education Division

Core Messages

All students should be held to high expectations and should work toward the same educational outcomes based on high standards.
All students should work toward the same educational outcomes based on high standards with differentiated instruction to meet their unique needs. State and district standards provide expectations of what all students should know and be able to do. Individual education program (IEP) teams, including general and special educators, administrators, designated instructional services (DIS) personnel, other school staff, other agency partners, as well as parents, family members, and other significant persons as identified by the family will develop IEPs that reflect high expectations, including goals and benchmarks that address unique student needs. View Bibliography
All students, regardless of degree of disabilities and/or combination of services offered within the LRE continuum, must have access to the core curriculum that is standards-based, extracurricular activities, opportunities for students with and without disabilities to be educated together, and access to state and district assessments.In order to assure that students with disabilities can achieve educational outcomes based on high standards, they must be educated along with students without disabilities to the maximum extent possible.

There should be ongoing monitoring of student progress that is strength-based, culturally appropriate, and that documents ongoing progress in the general curriculum.
In addition to individual accountability, students with disabilities should be a part of overall accountability systems and procedures that include all students. To that end, students can participate in state and district assessments with or without accommodations or through alternate assessments.
View Bibliography

LRE is not a place - but a set of supports and services that allow access to core curriculum, extracurricular activities, and opportunities for students with and without disabilities to be educated together.
LRE is not primarily a place (e.g., full-time general education, part-time resource support, or other placements), but rather classroom, program, or school organizational structures that support LRE. Students with disabilities have the right to attend the school they would attend if they were not disabled and have equal access to all options open to other students.

Classroom structures include:
flexible student groupings,
authentic and meaningful learning experiences, and
developmentally appropriate curricula that are linked to the general education curriculum and that are accessible to all students.
Research-based classroom strategies, adaptations, accommodations, and other instructional supports are provided within the LRE, as identified by student IEPs.
Program organizational structures include administrative policies, procedures, organizational structures, assistive and other technology, and a range of flexible programs and support options.
School strategies support a school-wide commitment to LRE for all students with disabilities, including access to extracurricular activities for all students.
View Bibliography

Implementation of effective supports and services in the LRE depends on a school community, including administrators, teachers, other school personnel, and parents, communicating and working collaboratively together for all students.
Schools that support LRE services required by federal and state law have a climate or culture in which there is a sense of community where everyone belongs and is accepted by peers and other members of the school community.

General and special education teachers work collaboratively together, including participation of general education teachers in the IEP planning and implementation process.
All school staff, including administrators, teachers, DIS staff, and paraprofessionals implement strategies that support all student learners regardless of abilities or challenges.
Parents, family members, and other significant persons identified by the family are active partners in the educational process and work collaboratively with their school and other agency partners to assist students in meeting IEP goals and benchmarks and progress in the general curriculum.
School staff and parents implement natural support networks and strategies such as peer tutoring, buddy systems, circles of friends, systemic supports, and other cooperative ways of connecting students in natural, ongoing, and supportive friendships.
View Bibliography

Implementation of LRE supports and services that is systemic and long-lasting depends upon strong school and district leadership with qualified, committed, and involved school teams.
For LRE supports and services to be effectively implemented, principals and other school administrators provide the leadership for innovation and fiscal, organizational, and human resources necessary to turn innovations into daily, ongoing practice.

Systemic change begins with systematic planning by those persons who will implement change (e.g., administrators, teachers, other school personnel including paraprofessionals) and those who will be impacted by planned change (e.g., parents and students).
Teachers and other school staff depend on administrative support to sustain their efforts, including ongoing time to plan and work together and for continued professional development in effective LRE practices.
Coaching and mentoring strategies are provided for all school staff, including teachers, paraprofessionals and DIS personnel, to promote effective and research-based classroom instruction.
View Bibliography

Contact information for Dona Meinders:
Phone: 916/492-4013
Email: <dmeinde@wested.org>