Least Restrictive Environment Analysis

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1. The Least Restrictive Environment (LRE) is at the core of the Inclusion practice. To be considered an Inclusive school, the school has to educate their students with disabilities as much as possible with their peers without disabilities (Salend, 2016). The LRE is based on the idea that a student with disabilities will be placed in a general classroom with his peers and learn as much as possible with the help of the general classroom teacher, and if needed the special educators, and any other paraprofessionals who could help the student with disabilities. The LRE also encourages students to attend school in their neighbourhood, a school as close as possible to their homes, with other students from their neighbourhood attending the same school …show more content…
The LRE is also determined based on the person’s strength rather than his or her disability (Salen, 2016). In the Continuum of educational services, there are ten levels of educational needs, from the least restrictive to the most restrictive. The goal is to have the student move the least restrictive environment possible, and move to more restrictive environment only when necessary (Salend, 2016). The least restrictive environment support inclusion, because it believes in including the student with disability as much as possible in the general classroom, and have that student do as much as possible with his or her peers on a day to day basis.
2. IQ-Achievement Discrepancy Model identifies students with a learning disability and if there is a important gap between their learning potential and their
…show more content…
Collaboration is very important in all aspects of life, especially when it comes time to education. A student’s education requires much expertise to be as successful as possible. To obtain a successful collaboration, the team needs to be as interactive as possible. Everyone has to work together to achieve a goal (Salend, 2016). In the case of a student with disabilities, the common goal would be to have the student achieve success as much as possible in the general classroom. In order to achieve that, the multidisciplinary team needs to collaborate to the best of their capabilities and respecting the code of ethics for educators (Salend, 2016). Collaboration with colleagues to achieve a common goal is important, but the team must also collaborate with the family of the student with disability and the student themselves. Sometimes the family doesn’t understand the importance of the process of creating an Individual Education Plan (IEP). When working in a team, all members bring something important to the table. The team will be successful if it creates a thoughtful, encouraging, and trusting environment (Salend, 2016). It is also important to keep in mind when collaborating with others, the common goal, and to put aside the

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