LRE is an acronym that stands for least restrictive environment. IDEA does not define “least restrictive environment” in its definitions section. However, it requires that each student receive special education and related services in the “least restrictive environment” and describes what this means.
Recall the Law: Schools (a) “must take steps, including, the provision of supplementary aids and services determined appropriate and necessary by the child’s IEP Team, to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities an equal opportunity for participation in those services and activities.” “(b) Nonacademic and extracurricular services and activities may include counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the public agency, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the public agency and assistance [...]
FAPE is an acronym that stands for free appropriate public education. A cornerstone of IDEA, our nation’s special education law, is that each eligible child with a disability is entitled to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child’s unique needs and that prepares the child for further education, employment, and independent living. Defined in IDEA at | 34 CFR §300.17, as follows: 300.17 Free appropriate public education. Free appropriate public education or FAPE means special education and related services that— (a) Are provided at public expense, under public supervision and [...]
On March 22, 2017, the U.S. Supreme Court issued a unanimous decision in Endrew F. v. Douglas County School District Re-1, 137 S.Ct. 988. In this decision, the court held that “to meet its substantive obligation under the Individuals with Disabilities Education Act (IDEA), a school must offer [a child] an IEP [individualized education program] reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” […]
Deciding to have your child evaluated for learning and attention issues is a big step. You may have questions about the process. Here are some frequently asked questions about evaluations from Understood.org: What are the benefits of getting my child evaluated? The evaluation process can provide more information about the specific issues that are causing your child’s difficulty with learning. It’s also a way to see if your child is eligible for special education services. Having special education services can give your child extra support in the classroom to make learning a little easier. […]
Sometimes, a school district and parents disagree on the details or delivery of a child’s 504 plan. Some disagreements become serious disputes. A good example is when a school won’t provide assistive technology for a child. The term “504 plan” is from Section 504 of the Rehabilitation Act, a federal law protecting the civil rights of people with disabilities. Section 504 provides several ways to resolve conflicts. However, the federal law leaves many of the details up to individual states and school districts. Schools are required to notify parents about the process and usually do so in writing. If your child [...]
