1 00:00:00,000 --> 00:00:13,160 Welcome to Unlimited Parenting, where we discuss what it's like having children with disabilities 2 00:00:13,160 --> 00:00:16,280 or and special health care needs. 3 00:00:16,280 --> 00:00:22,880 My name is Allison, and today I'm going to be doing this solo and we are going to be 4 00:00:22,880 --> 00:00:32,600 talking about LRE or the Least Restrictive Environment. 5 00:00:32,600 --> 00:00:42,000 So this is going to be a deep dive into the concept, a key concept in IDEA, the philosophy 6 00:00:42,000 --> 00:00:45,080 of LRE or Least Restrictive Environment. 7 00:00:45,080 --> 00:00:50,200 So like I said, a concept of IDEA, which let's just level set. 8 00:00:50,200 --> 00:00:54,600 IDEA stands for the Individuals with Disabilities Education Act. 9 00:00:54,600 --> 00:01:01,920 So that is the act that protects, supports students with disabilities when they're in 10 00:01:01,920 --> 00:01:08,880 the school system, ensuring that they are getting, let's, a free and appropriate education, 11 00:01:08,880 --> 00:01:15,080 faith, that they are being educated in their LRE, the Least Restrictive Environment. 12 00:01:15,080 --> 00:01:22,360 As you've already noticed, Least Restrictive Environment is often referred to as LRE. 13 00:01:22,360 --> 00:01:29,840 As parents, and I myself am a parent of three individuals with disabilities, we all want 14 00:01:29,840 --> 00:01:39,600 our children to learn, grow, succeed, flourish in school, be their best selves. 15 00:01:39,600 --> 00:01:47,640 And for children with disabilities, this includes finding that balance between providing necessary 16 00:01:47,640 --> 00:01:53,040 academic or behavioral supports and ensuring that they're included with their peers as 17 00:01:53,040 --> 00:01:57,920 much as often as humanly possible. 18 00:01:57,920 --> 00:02:02,720 And that is where the concept of Least Restrictive Environment comes in. 19 00:02:02,720 --> 00:02:07,320 What exactly is LRE? 20 00:02:07,320 --> 00:02:15,080 In simple terms, Least Restrictive Environment refers to how we provide special education 21 00:02:15,080 --> 00:02:24,360 services, not a specific place, like a classroom or a school. 22 00:02:24,360 --> 00:02:32,080 Least Restrictive Environment is best thought of as more of a philosophy and not a specific 23 00:02:32,080 --> 00:02:33,720 location. 24 00:02:33,720 --> 00:02:42,040 And when I say that, I'm thinking of individuals who are potentially in the Boise School District, 25 00:02:42,040 --> 00:02:43,600 who has a... 26 00:02:43,600 --> 00:02:51,120 Boise School District has a lot of different classrooms that offer support, like SLC, Excel, 27 00:02:51,120 --> 00:02:57,080 Extended Resource Rooms, Resource Rooms, RISE, a lot of different kinds of classrooms or 28 00:02:57,080 --> 00:02:58,160 programs. 29 00:02:58,160 --> 00:03:04,240 And sometimes parents can think that, oh, my child's Least Restrictive Environment is 30 00:03:04,240 --> 00:03:05,240 Excel. 31 00:03:05,240 --> 00:03:10,520 And sure, that might be the case. 32 00:03:10,520 --> 00:03:18,360 But I want to stop individuals from thinking that a Least Restrictive Environment is a 33 00:03:18,360 --> 00:03:22,440 place because it's really more of a philosophy. 34 00:03:22,440 --> 00:03:26,800 Okay, let's just move on from that. 35 00:03:26,800 --> 00:03:34,080 Places and charters must make available a range of placement options, right? 36 00:03:34,080 --> 00:03:40,800 So it's not just Boise School District has this classroom, therefore you go to this classroom. 37 00:03:40,800 --> 00:03:46,920 It has to be a range of placements, which is also known as a continuum of services, 38 00:03:46,920 --> 00:03:50,520 to meet the unique needs of children with disabilities. 39 00:03:50,520 --> 00:03:59,960 So this continuum of services reinforces the importance of individual decision making. 40 00:03:59,960 --> 00:04:07,360 We come together as an IEP team to make the best decisions for this individual and not 41 00:04:07,360 --> 00:04:11,320 a one size fits all kind of approach. 42 00:04:11,320 --> 00:04:19,960 At a minimum, placement decisions must be considered at least annually. 43 00:04:19,960 --> 00:04:23,540 But again, another reminder, placement options are fluid. 44 00:04:23,540 --> 00:04:24,820 They're not concrete. 45 00:04:24,820 --> 00:04:27,560 They're not set in stone. 46 00:04:27,560 --> 00:04:33,400 You were in the ERR classroom last year, therefore you are in the ERR classroom this year because 47 00:04:33,400 --> 00:04:38,680 you still have the same genetic diagnosis as you've always had. 48 00:04:38,680 --> 00:04:42,200 That's not the intention behind Least Restrictive Environment. 49 00:04:42,200 --> 00:04:49,640 A student could receive services in one setting and other services in a different setting. 50 00:04:49,640 --> 00:04:55,920 And hopefully placements change over time based on factors such as changes in a student, 51 00:04:55,920 --> 00:05:01,600 whether that's progress, which is everybody's goal, or needs. 52 00:05:01,600 --> 00:05:07,280 For some students, the general education classroom isn't necessarily their least restrictive 53 00:05:07,280 --> 00:05:08,280 setting. 54 00:05:08,280 --> 00:05:11,840 It could be for a multitude of reasons. 55 00:05:11,840 --> 00:05:13,160 Maybe it's too busy. 56 00:05:13,160 --> 00:05:14,820 Maybe it's too loud. 57 00:05:14,820 --> 00:05:20,280 Maybe the academic content isn't what they need. 58 00:05:20,280 --> 00:05:22,440 Maybe they need lower level exile learning. 59 00:05:22,440 --> 00:05:24,800 Maybe they need different math curriculum. 60 00:05:24,800 --> 00:05:29,840 So it's important to understand that placement isn't an either or decision. 61 00:05:29,840 --> 00:05:36,160 Rather students could receive services and supports across a combination of settings, 62 00:05:36,160 --> 00:05:38,840 hence going back to that continuum. 63 00:05:38,840 --> 00:05:45,240 I want to pause here and talk more about early childhood before we spend the rest of the 64 00:05:45,240 --> 00:05:53,560 time really talking about least restrictive environment in terms of kindergarten through 65 00:05:53,560 --> 00:05:56,400 high school. 66 00:05:56,400 --> 00:06:01,240 But just like K through 12 students, early childhood students need to be educated to 67 00:06:01,240 --> 00:06:07,120 the maximum extent appropriate with their typically developing peers in the general 68 00:06:07,120 --> 00:06:09,360 education environment. 69 00:06:09,360 --> 00:06:16,240 But you may have noticed that many districts in Idaho don't offer general education preschool 70 00:06:16,240 --> 00:06:17,920 opportunities. 71 00:06:17,920 --> 00:06:25,000 So how are we ensuring that they're educated as much as possible with their typical peers 72 00:06:25,000 --> 00:06:34,800 if most school districts don't have typically developing classes for preschoolers? 73 00:06:34,800 --> 00:06:40,160 Having said that, it doesn't eliminate the district's obligation to provide special 74 00:06:40,160 --> 00:06:45,280 education and related services in least restrictive environment. 75 00:06:45,280 --> 00:06:51,160 The IEP teams need to come together and consider options that allow students to be educated 76 00:06:51,160 --> 00:06:53,400 with typically developing peers. 77 00:06:53,400 --> 00:06:57,600 So let's break down some of what that could look like. 78 00:06:57,600 --> 00:07:00,720 And I'm not going to get super into the weeds. 79 00:07:00,720 --> 00:07:07,920 I'm not going to give you the LRE codes like 48 or if you want me to, you guys know where 80 00:07:07,920 --> 00:07:08,920 to find me. 81 00:07:08,920 --> 00:07:09,920 You can always give us a call. 82 00:07:09,920 --> 00:07:12,120 I can go through all of those codes with you. 83 00:07:12,120 --> 00:07:17,640 But depending on how much time a student who's being supported by an IEP spends with their 84 00:07:17,640 --> 00:07:23,400 typically developing peers, it gives them a code that then gets put into the IEP to 85 00:07:23,400 --> 00:07:30,120 ensure that children are still being supported with their typically educated peers. 86 00:07:30,120 --> 00:07:33,280 Or their neuronormative friends. 87 00:07:33,280 --> 00:07:36,360 So here's an example of what that could look like. 88 00:07:36,360 --> 00:07:38,960 Service provision within a community preschool. 89 00:07:38,960 --> 00:07:45,960 So maybe your child goes to a developmental preschool and then also goes to Head Start 90 00:07:45,960 --> 00:07:54,200 or a YMCA or a university child care program. 91 00:07:54,200 --> 00:07:59,920 Another situation could look like services provided in collaboration or consultation 92 00:07:59,920 --> 00:08:02,200 with community preschool programs. 93 00:08:02,200 --> 00:08:07,600 So maybe they're not enrolled full time, but they go for an hour or the community preschool 94 00:08:07,600 --> 00:08:11,800 teacher consults with the special education teacher. 95 00:08:11,800 --> 00:08:16,160 Or like I said, we're sharing time between developmental preschool and in a community 96 00:08:16,160 --> 00:08:20,000 preschool program. 97 00:08:20,000 --> 00:08:23,440 Let's take it one step further. 98 00:08:23,440 --> 00:08:36,000 The goal of LRE, least restrictive environment, is absolutely to avoid unnecessary segregation. 99 00:08:36,000 --> 00:08:39,200 Keyword being unnecessary. 100 00:08:39,200 --> 00:08:46,280 This means that schools need to first consider whether your child can succeed in the general 101 00:08:46,280 --> 00:08:50,600 education classroom with supports. 102 00:08:50,600 --> 00:08:58,040 These supports could include things like extra help from a teacher's aide, modifications 103 00:08:58,040 --> 00:09:01,320 to the curriculum or assistive technology. 104 00:09:01,320 --> 00:09:06,000 However, least restrictive environment, if I've said it once, I've said it at least 105 00:09:06,000 --> 00:09:10,760 two times now, isn't a one size fits all rule. 106 00:09:10,760 --> 00:09:16,480 It's going to recognize that each child is unique and what works for one child might 107 00:09:16,480 --> 00:09:18,600 not work for another one, right? 108 00:09:18,600 --> 00:09:23,880 For some students, being in a general education classroom for the entire day might not be 109 00:09:23,880 --> 00:09:25,720 their best fit. 110 00:09:25,720 --> 00:09:32,280 They might need more specialized instruction or a different setting for part of the day. 111 00:09:32,280 --> 00:09:39,480 The key is to find the right balance that allows your child to thrive. 112 00:09:39,480 --> 00:09:47,760 And it's important to know that you, we, as the parent, play a crucial role or one of the 113 00:09:47,760 --> 00:09:56,680 four core IEP team members, we play a crucial role in determining our child's LRE. 114 00:09:56,680 --> 00:10:02,520 During the Individualized Education Program, IEP meetings, you should discuss and explore 115 00:10:02,520 --> 00:10:05,720 various options with that IEP team. 116 00:10:05,720 --> 00:10:10,520 Well, I hear you say that my son could be best supported here. 117 00:10:10,520 --> 00:10:12,720 What data do you have for that? 118 00:10:12,720 --> 00:10:16,160 What teacher observations do you have for that? 119 00:10:16,160 --> 00:10:20,760 Are you taking my parental comments and feedback when you make that decision? 120 00:10:20,760 --> 00:10:28,240 You would be perfectly within your bounds to ask those questions and it keeps you as 121 00:10:28,240 --> 00:10:32,760 upholding your rights and responsibilities as an IEP team member. 122 00:10:32,760 --> 00:10:37,480 This includes talking about the supports your child needs to succeed in that general education 123 00:10:37,480 --> 00:10:45,000 setting and considering alternative replacements only when necessary. 124 00:10:45,000 --> 00:10:50,240 So let's take a second to discuss the decision tree for these decisions that are made by 125 00:10:50,240 --> 00:10:51,880 the IEP team. 126 00:10:51,880 --> 00:10:56,760 First, the team's going to evaluate the student, right? 127 00:10:56,760 --> 00:11:03,440 We are not passing go and making a decision about their placement before these things 128 00:11:03,440 --> 00:11:06,320 have been done. 129 00:11:06,320 --> 00:11:13,480 Evaluating the student, identifying their goals, determining their supports, and then 130 00:11:13,480 --> 00:11:15,680 moving to placement. 131 00:11:15,680 --> 00:11:21,520 We're not considering placement before we consider those things first. 132 00:11:21,520 --> 00:11:28,080 And hopefully, the first question the IEP team is going to ask is, will this student 133 00:11:28,080 --> 00:11:32,480 be successful with supports in the general education classroom? 134 00:11:32,480 --> 00:11:36,840 And if the answer to that is yes, then the student's placed in the general education 135 00:11:36,840 --> 00:11:38,400 classroom. 136 00:11:38,400 --> 00:11:42,960 If the answer's no, the next question is hopefully, are there 137 00:11:42,960 --> 00:11:48,440 additional supports that can be provided that would enable this student to be successful 138 00:11:48,440 --> 00:11:51,440 in the general education classroom? 139 00:11:51,440 --> 00:11:55,800 And that is referred to as push-in services. 140 00:11:55,800 --> 00:12:04,340 So the student stays in the general education classroom and we push in the services to them. 141 00:12:04,340 --> 00:12:07,480 So let's give an example of what this could look like. 142 00:12:07,480 --> 00:12:15,880 Let's say our student's name is Mateo and he's a fourth grader with a learning disability. 143 00:12:15,880 --> 00:12:21,880 Mateo's receiving the majority of instruction from his general education teacher, just like 144 00:12:21,880 --> 00:12:23,880 his typical peers. 145 00:12:23,880 --> 00:12:30,440 But during math, let's just say math, during math, the special education teacher comes 146 00:12:30,440 --> 00:12:37,640 in to the general education classroom to work with Mateo and a small group of students who 147 00:12:37,640 --> 00:12:40,080 have similar goals. 148 00:12:40,080 --> 00:12:43,680 Mateo's never leaving his classroom. 149 00:12:43,680 --> 00:12:48,320 He's staying the whole time with his typical peers, but he's still getting that specially 150 00:12:48,320 --> 00:12:49,880 designed instruction. 151 00:12:49,880 --> 00:12:55,840 Let's say the answer to that was no, that additional supports can't be provided in the 152 00:12:55,840 --> 00:13:00,840 general education classroom to make the student successful. 153 00:13:00,840 --> 00:13:09,320 Then we need to ask, would they benefit from a more restrictive, i.e., less inclusive setting, 154 00:13:09,320 --> 00:13:14,940 would that outweigh the benefit of remaining in the general education classroom? 155 00:13:14,940 --> 00:13:21,240 If that answer is yes, the team finds an option that's appropriate and in the least restrictive 156 00:13:21,240 --> 00:13:22,280 setting. 157 00:13:22,280 --> 00:13:26,920 But each question, the team's going to be asking themselves, are there additional supports 158 00:13:26,920 --> 00:13:31,640 that can be provided that would make it so that this student is in their least restrictive 159 00:13:31,640 --> 00:13:33,200 setting? 160 00:13:33,200 --> 00:13:40,040 And the purpose of asking that question over and over, each time as you move down, is to 161 00:13:40,040 --> 00:13:46,840 explore all the options to ensure that there is no unnecessary segregation and that students 162 00:13:46,840 --> 00:13:48,240 are included. 163 00:13:48,240 --> 00:13:53,920 So what if we have Amy, and she's a student with low vision, and she receives instruction 164 00:13:53,920 --> 00:13:59,120 in the general education classroom with accommodations of preferential seating near the whiteboard 165 00:13:59,120 --> 00:14:01,180 within large text? 166 00:14:01,180 --> 00:14:07,100 At that point, Amy is being supported full time in the general education classroom. 167 00:14:07,100 --> 00:14:12,160 And we have an example of Mateo, who is receiving push-in services. 168 00:14:12,160 --> 00:14:16,840 Let's look at pull-out services. 169 00:14:16,840 --> 00:14:21,440 Amara is a third grader, and she has a learning disability. 170 00:14:21,440 --> 00:14:25,560 She is receiving the majority instruction from the general education teacher, just like 171 00:14:25,560 --> 00:14:27,520 Mateo was. 172 00:14:27,520 --> 00:14:33,900 She receives specialized reading instruction in the resource room from the special education 173 00:14:33,900 --> 00:14:37,500 teacher for 45 minutes each day. 174 00:14:37,500 --> 00:14:42,760 In this scenario, the students receiving instruction in a special education classroom referred to 175 00:14:42,760 --> 00:14:46,320 as pull-out instead of push-in. 176 00:14:46,320 --> 00:14:52,480 The majority of her instruction is provided in the general education classroom with accommodations, 177 00:14:52,480 --> 00:14:59,160 but it's not her least restrictive environment to stay in the general education classroom 178 00:14:59,160 --> 00:15:01,720 like it was Mateo's. 179 00:15:01,720 --> 00:15:06,360 So what is different for her in the special education classroom? 180 00:15:06,360 --> 00:15:14,040 That could look like individualized or small group instruction or consultation and collaboration 181 00:15:14,040 --> 00:15:16,540 with the general education teacher. 182 00:15:16,540 --> 00:15:25,320 So it's really about asking if that individual student, maybe Amara, maybe she needs it in 183 00:15:25,320 --> 00:15:27,160 a quieter classroom. 184 00:15:27,160 --> 00:15:32,640 Maybe she can't focus on her instruction unless it is absolutely quiet. 185 00:15:32,640 --> 00:15:36,720 Because you'll remember in the prior situation, Mateo was receiving his instruction in a small 186 00:15:36,720 --> 00:15:42,200 group with the special education teacher, but in the general education classroom. 187 00:15:42,200 --> 00:15:45,480 But maybe Amara just needs it a little bit quieter. 188 00:15:45,480 --> 00:15:51,280 So in that case, her least restrictive environment is pull-out. 189 00:15:51,280 --> 00:15:56,560 Another example of least restrictive environment is an individual who is in the special education 190 00:15:56,560 --> 00:15:58,120 classroom full-time. 191 00:15:58,120 --> 00:16:00,720 Blaine, let's call him Blaine. 192 00:16:00,720 --> 00:16:03,280 He's a middle school student with autism. 193 00:16:03,280 --> 00:16:05,080 He's an autistic student. 194 00:16:05,080 --> 00:16:10,840 He receives instruction for his majority of his day in a self-contained classroom. 195 00:16:10,840 --> 00:16:17,880 He participates alongside his peers without disabilities during lunch and specials like 196 00:16:17,880 --> 00:16:21,280 computer time or PE. 197 00:16:21,280 --> 00:16:26,040 But the majority of his day is provided in a special education classroom. 198 00:16:26,040 --> 00:16:31,360 General education teachers like non-academic periods like PE, art, music, they consult 199 00:16:31,360 --> 00:16:37,000 with the special education teacher to provide effective instruction or support. 200 00:16:37,000 --> 00:16:44,720 But he's in that special education classroom all day in small groups with other individuals 201 00:16:44,720 --> 00:16:46,920 who have similar needs. 202 00:16:46,920 --> 00:16:49,120 And he's still receiving that consultation. 203 00:16:49,120 --> 00:16:54,360 But he's not potentially, I have also seen where students who are in the special education 204 00:16:54,360 --> 00:16:59,040 classroom full-time, maybe they start the first 10 minutes of their day in the general 205 00:16:59,040 --> 00:17:04,120 education classroom and they are there as long as it is still their least restrictive 206 00:17:04,120 --> 00:17:05,120 environment. 207 00:17:05,120 --> 00:17:10,040 When it starts to become not their least restrictive environment, after about five or 10 minutes, 208 00:17:10,040 --> 00:17:13,040 they move back into that special education classroom. 209 00:17:13,040 --> 00:17:18,000 But these kids in the special education classroom full-time, still go into lunch with their 210 00:17:18,000 --> 00:17:25,040 typical peers, probably still go into PE with their typical peers, going on field trips 211 00:17:25,040 --> 00:17:27,280 and attending assemblies. 212 00:17:27,280 --> 00:17:35,320 So as I'm going, you're noticing that these settings are becoming more and more restrictive 213 00:17:35,320 --> 00:17:38,000 and less and less inclusive. 214 00:17:38,000 --> 00:17:45,180 And again, we're just ensuring every step of the way that there is no unnecessary segregation. 215 00:17:45,180 --> 00:17:50,960 So from here on out, we're going to start discussing settings that really are restrictive 216 00:17:50,960 --> 00:17:56,880 and non-inclusive and why those could be the best settings for some students. 217 00:17:56,880 --> 00:18:01,360 So let's take a look at a specialized school. 218 00:18:01,360 --> 00:18:05,400 So we have a student, his name is Devo, and he is deaf. 219 00:18:05,400 --> 00:18:11,360 His IEP team, including his parents, determined that his state school for the deaf would best 220 00:18:11,360 --> 00:18:12,960 serve his needs. 221 00:18:12,960 --> 00:18:14,880 So he's not going to his neighborhood school. 222 00:18:14,880 --> 00:18:17,680 He's going to a specialized school. 223 00:18:17,680 --> 00:18:22,980 He attends this school during the day and then returns home after school. 224 00:18:22,980 --> 00:18:28,440 So he's receiving instruction for the majority of the school day in a separate public school 225 00:18:28,440 --> 00:18:29,880 or private facility. 226 00:18:29,880 --> 00:18:36,920 This school is designed, staffed, resourced for the care and education of students with 227 00:18:36,920 --> 00:18:41,680 similar disability-related needs. 228 00:18:41,680 --> 00:18:47,280 And we'll just note that in this particular situation, he's returning home during non-school 229 00:18:47,280 --> 00:18:48,280 hours. 230 00:18:48,280 --> 00:18:53,840 However, there are residential options that could be available for students who live farther 231 00:18:53,840 --> 00:18:56,400 away. 232 00:18:56,400 --> 00:19:02,020 Now we're going to take a look at a student in a homebound situation. 233 00:19:02,020 --> 00:19:04,120 So this student is in eighth grade. 234 00:19:04,120 --> 00:19:09,840 He has a rare genetic disorder that affects both his physical and cognitive skills. 235 00:19:09,840 --> 00:19:14,700 He attends school for three periods a day, let's say, and then he returns home. 236 00:19:14,700 --> 00:19:19,560 After a rest, he receives homebound instruction for another two hours. 237 00:19:19,560 --> 00:19:23,400 His homebound teacher collaborates with his general and special education teachers to 238 00:19:23,400 --> 00:19:28,240 provide instruction that helps him make progress on all of his goals. 239 00:19:28,240 --> 00:19:33,880 Just because he's a homebound student doesn't mean he's not also and that the school isn't 240 00:19:33,880 --> 00:19:37,920 also supporting him in making progress towards his goals. 241 00:19:37,920 --> 00:19:42,000 Sometimes students in homebound settings have physical or mental health challenges that 242 00:19:42,000 --> 00:19:47,720 prevent them or restrict them from participating in school. 243 00:19:47,720 --> 00:19:51,240 What about our students with special healthcare needs? 244 00:19:51,240 --> 00:19:56,040 Maybe potentially in another situation, they're not going to school from October to April 245 00:19:56,040 --> 00:19:58,080 during flu season. 246 00:19:58,080 --> 00:20:03,480 And in those months, their care is homebound care because due to their special healthcare 247 00:20:03,480 --> 00:20:08,440 need, maybe that is their least restrictive environment where they can learn best, where 248 00:20:08,440 --> 00:20:15,040 they're farther away from potential body invaders that could make them sick. 249 00:20:15,040 --> 00:20:17,080 Let's take a look at Emily. 250 00:20:17,080 --> 00:20:19,760 Emily receives homebound instruction. 251 00:20:19,760 --> 00:20:25,040 Certified teacher visits her home three times a week to provide instruction on core subjects. 252 00:20:25,040 --> 00:20:29,100 Additionally, Emily participates in some classes virtually. 253 00:20:29,100 --> 00:20:33,720 And the outcome of that is that Emily is able to continue her education despite her health 254 00:20:33,720 --> 00:20:35,720 challenges. 255 00:20:35,720 --> 00:20:42,120 Finally, it's hospital or a residential facility. 256 00:20:42,120 --> 00:20:47,400 So let's pretend a 16-year-old student with an emotional and behavioral health disorder. 257 00:20:47,400 --> 00:20:52,720 Her IEP team, which of course includes her adult, her parent, her guardian, determines 258 00:20:52,720 --> 00:20:57,060 that her needs would best be met at a residential treatment facility. 259 00:20:57,060 --> 00:21:02,280 Maybe she's receiving instruction from the teachers at that facility in addition to receiving 260 00:21:02,280 --> 00:21:06,800 the mental health services and supports that she needs. 261 00:21:06,800 --> 00:21:11,880 So she's receiving instruction in a hospital for the majority of her school day or a residential 262 00:21:11,880 --> 00:21:13,240 facility. 263 00:21:13,240 --> 00:21:18,480 So maybe she's getting individualized instruction per a schedule that meets her needs. 264 00:21:18,480 --> 00:21:20,320 Maybe it's her medication schedule. 265 00:21:20,320 --> 00:21:25,280 Maybe at typically developing peers are wide awake at noon. 266 00:21:25,280 --> 00:21:29,400 And based off of a medication that this individual is taking, they are not. 267 00:21:29,400 --> 00:21:34,120 So they have an adapted schedule regardless. 268 00:21:34,120 --> 00:21:41,160 Please remember, the goal of the least restrictive environment is to ensure that your child has 269 00:21:41,160 --> 00:21:47,480 access to the same opportunities as their peers while also receiving the individualized 270 00:21:47,480 --> 00:21:51,200 support that they need to learn. 271 00:21:51,200 --> 00:21:54,740 This is about inclusion. 272 00:21:54,740 --> 00:21:57,860 It's about participation. 273 00:21:57,860 --> 00:22:04,960 It's about making sure every child, every single child has a chance to learn and grow 274 00:22:04,960 --> 00:22:07,600 in a supportive environment. 275 00:22:07,600 --> 00:22:12,520 But what is it not? 276 00:22:12,520 --> 00:22:22,080 LRE may not be based on the child's disabling condition or their label, their disability, 277 00:22:22,080 --> 00:22:26,800 such as placement in a special needs class for students with intellectual disabilities 278 00:22:26,800 --> 00:22:30,120 just because you have a cognitive impairment. 279 00:22:30,120 --> 00:22:36,120 You're not going to get put in an autism classroom just because you have autism. 280 00:22:36,120 --> 00:22:44,120 It may not be based on the location of staff or on the funds that are available. 281 00:22:44,120 --> 00:22:57,240 If I had one mic drop comment to make, it would be that we should also be considering the effect 282 00:22:57,240 --> 00:23:06,360 that children with disabilities have on their peers when they're included in these mainstream 283 00:23:06,360 --> 00:23:09,240 neuro-normative classrooms. 284 00:23:09,240 --> 00:23:16,760 The presence of our students, our students with diverse needs in the classroom, provides 285 00:23:16,760 --> 00:23:21,300 the most profound learning experience for their peers. 286 00:23:21,300 --> 00:23:32,800 This is hands-on experience in teaching them about diversity, about inclusion, about respect, 287 00:23:32,800 --> 00:23:40,880 understanding and demonstrating that the world requires every kinds of people. 288 00:23:40,880 --> 00:23:47,360 In the immortal words of the philosopher Robert Palmer, it takes every kind of people to make 289 00:23:47,360 --> 00:23:50,040 what life's about. 290 00:23:50,040 --> 00:24:00,820 The success of an inclusive classroom is going to hinge on the belief that diversity enriches 291 00:24:00,820 --> 00:24:04,040 the learning experience for all students. 292 00:24:04,040 --> 00:24:08,520 In these environments, students with disabilities, they aren't just present. 293 00:24:08,520 --> 00:24:10,800 They aren't just sitting in their seats. 294 00:24:10,800 --> 00:24:16,280 They're active valued members of the classroom and school community. 295 00:24:16,280 --> 00:24:22,200 This approach, again, I'm talking about a culture of acceptance, understanding, breaking 296 00:24:22,200 --> 00:24:25,920 down barriers and promoting empathy among students. 297 00:24:25,920 --> 00:24:27,640 How about some final thoughts? 298 00:24:27,640 --> 00:24:28,640 That was a lot. 299 00:24:28,640 --> 00:24:32,640 That was a lot of information with a lot of examples. 300 00:24:32,640 --> 00:24:40,880 So as I'm wrapping up today's episode, I just want to emphasize that understanding the least 301 00:24:40,880 --> 00:24:47,880 restrictive environment is empowering you to help advocate effectively for your child's 302 00:24:47,880 --> 00:24:50,640 education in an IEP meeting. 303 00:24:50,640 --> 00:24:55,560 Please don't hesitate ever to ask questions. 304 00:24:55,560 --> 00:25:02,120 Press your concerns and collaborate with the school team to find the very best possible 305 00:25:02,120 --> 00:25:12,240 placement for your child. 306 00:25:12,240 --> 00:25:15,440 Thank you so much, everyone out there for listening in. 307 00:25:15,440 --> 00:25:21,360 If you are in Idaho or planning on moving to Idaho and have any questions on systems 308 00:25:21,360 --> 00:25:26,360 or services for children with disabilities, please consider reaching out to us on our 309 00:25:26,360 --> 00:25:27,720 website. 310 00:25:27,720 --> 00:25:41,760 That's ipulidaho.org, I-P-U-L-I-D-A-H-O.org, or by calling us at 208-342-5884. 311 00:25:41,760 --> 00:25:43,680 Be sure to tune in next time. 312 00:25:43,680 --> 00:25:46,520 Until then, this has been Unlimited Parenting. 313 00:25:46,520 --> 00:25:47,520 Thanks for listening.