Placing students in the Least Restrictive Environment

• 1. By: Adrienne Woolley

2. Section 1: Review ofService DeliveryModelsSection 3: Classroom Section 2: TheAccommodations &Placement Decision ModificationsSection 4: MonitoringSection 5: Tips for theStudents in the General Education General EducationTeacherSetting 3. General Class Full-Time Special Education Class Part-Time orPullout Program Special Class Full-Time 4. Inclusion model the student is placed and receivesinstruction in a general education classroom for most or allof the day.Advantages: Disadvantages: Students gain the benefits of Some teachers find it difficult tobeing fully included with their have another teacher in theirpeers.classrooms. Scheduling time to meet with Students receive one-on-one children in many classes can beor small group instructiondifficult.geared to their individuallearning needs. Some children need more supportthan short visits from the special All students and teachers learn education teacher can provide.about diversity and Most teachers do not have enoughaccommodating to individualtime to effectively teach to all theneeds.needs in the classroom. 5. Resource or pullout program - the student is placed andreceives instruction in a special education classroom forpart of the school day and is mainstreamed in a generaleducation setting the remainder of the school day.Advantages: Disadvantages: Students gain the social benefits Students sometimes missof being with their peers in ainteresting or important lessonsmainstream classroom. when they are pulled out. Students receive one-on-one or Students may feel stigmatized bysmall group instruction geared to being pulled out.their individual learning needs. Scheduling can be difficult. All students and teachers learnabout diversity and Sometimes students cannot keepaccommodating to individual up with the work of theneeds.mainstream class. 6. Students receive their primary instruction in the specialeducation classroom on a full-time basis but are usuallymainstreamed into nonacademic classes with nondisabledpeers. Advantages: Disadvantages: Small class size. Students can be isolated from the rest of the school. Students get curriculum tailored exactly to their needs. Students may feel stigmatized by being in a special class. Students spend most of their time with a trained special education Students do not get the social teacher.benefits of being included with their peers. Students who cannot succeed in a mainstream class may do well in It is expensive to have one this setting. teacher for a small number of students. 7. The Special Educatorshould collect thefollowing prior to the IEPmeeting: School attendanceinformation Discipline information Current levels of academicperformance Current status of medicalcondition (if applicable) Classroom observationinformation General education teachersummary report(s) 8. AccommodationsThe change in input and output processes in teaching andassessment, such as the format of instructional presentationsand test practice and/or preparation activities, the setting for atest, the scheduling or timing of instruction or assessment, andthe response format called for in an assessment procedure(Adams (1997) as cited in Polloway, Epstein, & Bursuck, 2003).ModificationsThe concept of modifications refers to changes in contentand/or standards. In curricular areas, modifications could involvechanges in content and/or skill expectations for different groupsof students. A key testing modification would be limiting theamount of material upon which a student is evaluated(Polloway, Epstein, & Bursuck, 2003). 9. The special education teacher must monitor all of thestudents on his or her caseload, even when they areplaced within the general education setting. 10. Students with Specific Students with Students with OtherLearning DisabilitiesBehavioral DisordersHealth Impairments Write all homework Establish clear rules Be alert to signs ofor class assignments for the class & postfatigue in theon the board.them. student. Conference with Reinforce individual Use teachingstudent frequently.students when they materials & Provide shortenedfollow the rules. activities that areassignments. Ignore inappropriate behavior when age appropriate. Allow student to possible. Ensure that allunderline or highlight Develop a safe plan areas of the roomin textbook. Give positivefor times when theare accessible.reinforcement often. student may lose Use teaching Modify tests orcontrol.materials that canquizzes according to Provide a structuredbe adapted to the environment.physical needs ofthe students IEP. Maintain accurate the student. reports of classroom behavior. 11. Students with ADD or Students with HearingStudents with SpeechADHD Impairmentsand/or Language Preferential seating Talk facing theImpairments Clear & concise rulesstudent. Remember thatand consequences that Teacher should not students with speechare posted in the room.stand in glaring light or language Avoid heavy doses of as it interferes withimpairments oftenseatwork.effective lip reading. have difficulty with Consider using study Use complete but brief communication.carrels for times that sentences when giving Incorporate activitiesstudent may need a instructions.break from distractions.in class that allow Reduce backgroundthe student to Utilize visual & verbalnoise as much asprompts & cues to practice skills possible.mastered in therapy.maintain on-task Make sure to have thebehavior. Create a supportive students attention Immediately giveenvironment. before givingpositive reinforcement Build self-confidence instructions.for appropriate in all children. Use visual aids whenbehavior. possible. 12. Shelton, C. F. , & Pollingue, A. B. (2009). The exceptionalteachers handbook: The first-year special educationteachers guide to success. Thousand Oaks, CA: Corwin. Photo Credits: Page 2: http://wendyzshandsonlearning.blogspot.com/2009/01/ basic-tips-on-using-manipulatives.html