Please describe LRE and the different options for services within special education (continuum of services)

LRE Requirements ($300.114) Special classes, separate schooling, or other removal 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 Continuum of Alternative Placements (8300.115) ...includes instruction in: regular classes: Gen ed special classes: special schools child's home hospitals or institutions Spc Ed > Restrictive LRE Requirements ($300.114) Placement-Neutral Funding States must not use a funding mechanism that distributes funds based on the type of setting in which a child is served, if doing so leads to a violation of LRE requirements. Placement decisions must be based on a child 's unique needs and IEP, not on administrative convenience, disability/program label, or allocation of funds. LRE Placements ($300.116) Placements Placement decisions are made by a group of persons (IEP Teams), including the parents, who are knowledgeable: . . about the child the meaning of the evaluation data the placement options LRE Placements (8300.116) Placements The child's placement is determined at least annually 0 Is based on the child's IEP Is as close as possible to the child's home Unless child's IEP requires another arrangement, child is educated in the school that he or she would attend if nondisabled LRE Placements (8300.116) . Consideration must be given to any potential harmful effect on the child or on the quality of services that he or she needs A child with a disability may not be removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum LRE Nonacademic Settings (8300.117) Participation in Extracurricular and Nonacademic Services and Activities Athletics Recess, clubs, and more Each public agency must ensure that... the child has supplementary aids and services determined appropriate and necessary by the child's IEP Team to participate in nonacademic and extracurricular services and activities Transportation LRE Considerations: 8-13 Academic Benefit (with supplementary aids & services) "best" academic setting is not required, only an appropriate setting - Bright line: little or no academic benefit Non-academic Benefit e.g., language or behavior models, improved self-esteem Effect on Others e.g., excessively disruptive, unreasonably occupies teacher time to the detriment of other students Cost e.g., impact on the education of other children in the district Special Education is a SERVICE, Not a Place Levels of Service (amount of time the student is receiving special education service regardless of location or setting of service) 1 (A): Receiving SE services less than 10% of the day 2 (B): Receiving SE between 11% and 50% of the day 3 (C: Receiving SE services >50% but not the full day 4 (D): Receiving SE services for the full day LEVEL OF SERVICE (FUNDING) IS NOT THE SAME AS SETTING (WHERE) CUSTOMER SERVICE SETTING IS WHERE SERVICES ARE PROVIDED Types of settings Setting 1: Receiving services in general education 80% or more a day Setting 2: Receiving services in general education between 40% and 79% of the day Setting 3: Receiving services in general education Our lack of knowledge and expertise or resources may be the reason - don't blame the student Don't get caught in a 100% vs 0% situation Every child deserves the right to be a participating member of the school community