Department of Special Education
9525 Highland Road, Howell, MI 48843
Ph:  (810) 626-2102  Fax:  (810) 626-2103

Least Restrictive Environment Facilitator

As part of the U.S. Individuals with Disabilities Education Act (IDEA), the least restrictive environment is identified as one of the principles that govern the education of students with disabilities. By law, schools are required to provide a Free Appropriate Public Education (FAPE) in the least restrictive environment for students who have disabilities.

"Least restrictive environment" means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent possible. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access. The student should be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers. Should the nature or severity of his or her disability prevent the student from achieving these goals in a regular education setting, then the student would be placed in a more restrictive environment, such as a special classroom or a hospital program. Generally, the less opportunity a student has to interact and learn with non-disabled peers, the more that the setting is considered to be restricted.

To determine what an appropriate setting is for a student, a team will review the student’s needs and interests. The types of educational settings for students with disabilities will vary. With the differences in needs and interests among students with disabilities, there is no single definition of what an LRE will be for all students.

Key Points

• Method for providing maximum feasible integration with peers

• Students have a right to be educated with students who are not disabled

• This right is overruled only when supplementary aids and services can not achieve a satisfactory education

• Inclusion does not appear in the law and is a term used to describe the right of all students to share access to general curriculum

Essential Components

• Collaborative teamwork is an essential component in order to reach LRE’s goal 

• Family priorities are identified and professional input is gathered

• Learning outcomes are determined together as are strategies and required supports for implementing the student’s program in the LRE

Responsibilities of the LRE Facilitator

• Observe students in classes to identify areas of concern that interfere with achievement

• Identify supports necessary for student (collaborative)

• Model appropriate teaching strategies for teachers and paraprofessionals

• Provide ongoing feedback to parents, teachers, support staff, and administrators

• Assist regular and special education teachers with curriculum accommodations and modifications

• Assist parents with understanding students’ educational needs and placement options

• Assist in professional development and supervision of paraeducators

Message from Mrs. Murphy ~

As LRE facilitator, my role is to help support a system that will provide the most appropriate IEP plans and service to all students.  As more students with disabilities are finding their way into regular education classrooms, we must recognize the benefits of collaborating with our colleagues.  For staff, collaborative relationships service to expand resources, increase creativity and skill, and provide more instructional strategies and opportunities to experience "real world" situations, and opportunities to access classroom environments with proper levels of supports.  As LRE facilitator I am also able to help with accommodations and modifications to the curriculum both in special education and general education classrooms.