Respond to at least two classmates' by Day 7. Discuss any of your own personal insights on collaborating effectively to determine the LRE for a student or ask for clarification from another classmate using an example or illustration to assert your own perspective. Anita Browner Ware there name According to IDEA, what do the terms Least Restrictive Environment (LRE) and Free and Appropriate Public Education (FAPE) mean? LRE environment is when students with disabilities that should be educated to the maximum extent appropriate with peers without disabilities. FAPE requires free education that is appropriate for qualified persons with disability in the school district no matter the extent of the person’s disability.   How does inclusion fit into the big picture of LRE?  Inclusion means all individuals regardless of ability should be able to participate in the same environment with appropriate support, no one is excluded. Discuss the legal ramifications of the LRE provision as mandated by IDEA, the relative and dynamic properties of LRE, and the collaborative dimension of implementing LRE for students in special education. ”The case law increasingly uses the LRE standard to require school districts to exhaust attempts to serve students with disabilities in the general education classroom (Keuhne, 1998). The relative and dynamic properties of LRE makes sure students are placed appropriately and teachers keep in mind that placements for students can change according to the system evaluations. The collaborative dimension of implementing LRE for students in special education makes sure a team of members come together to discuss what is best for the student to successfully learn.   In addition, discuss any personal experiences you may have had as part of an IEP team for a student where LRE was determined, or any insights you might have on ensuring LRE and FAPE for all student. I have not attended an IEP meeting but know that team comes together to discuss goals and strategies to ensure the child is successful in a regular classroom setting. Elizabeth Holguin there name LRE is a requirement by the federal law that states that all students with disabilities should receive education to the extent that is most appropriate for them. LRE also requires that students with disabilities receive education in a general classroom, with nondisabled peers and they are not to be removed from regular classes; even when supplemental services and aids are used, unless they cannot achieve education in regular classes satisfactorily (Keuhne, 1998)). FAPE means that children with disabilities will receive the appropriate education under the public school system, with no cost to the parent. IDEA does not define inclusion because it requires school districts to make sure there is an individualized approach to determining the less restrictive environment for students with disabilities. In such as case, inclusion is not implemented as a one-size-fits-all approac.

1. Respond to at least two classmates' by Day 7. Discuss any of
your own personal insights on collaborating effectively to
determine the LRE for a student or ask for clarification from
another classmate using an example or illustration to assert your
own perspective.
Anita Browner Ware there name
According to IDEA, what do the terms Least Restrictive
Environment (LRE) and Free and Appropriate Public Education
(FAPE) mean?
LRE environment is when students with disabilities that should
be educated to the maximum extent appropriate with peers
without disabilities. FAPE requires free education that is
appropriate for qualified persons with disability in the school
district no matter the extent of the person’s disability.
How does inclusion fit into the big picture of LRE?
Inclusion means all individuals regardless of ability should be
able to participate in the same environment with appropriate
support, no one is excluded.
Discuss the legal ramifications of the LRE provision as
mandated by IDEA, the relative and dynamic properties of LRE,
and the collaborative dimension of implementing LRE for
students in special education.
”The
case law increasingly uses the LRE standard to require school
districts to exhaust attempts to serve students with disabilities
in the general education classroom (Keuhne, 1998).

2. The relative and dynamic properties of LRE makes sure students
are placed appropriately and teachers keep in mind that
placements for students can change according to the system
evaluations. The collaborative dimension of implementing LRE
for students in special education makes sure a team of members
come together to discuss what is best for the student to
successfully learn.
In addition, discuss any personal experiences you may have
had as part of an IEP team for a student where LRE was
determined, or any insights you might have on ensuring LRE
and FAPE for all student. I have not attended an IEP meeting
but know that team comes together to discuss goals and
strategies to ensure the child is successful in a regular
classroom setting.
Elizabeth Holguin there name
LRE is a requirement by the federal law that states that all
students with disabilities should receive education to the extent
that is most appropriate for them. LRE also requires that
students with disabilities receive education in a general
classroom, with nondisabled peers and they are not to be
removed from regular classes; even when supplemental services
and aids are used, unless they cannot achieve education in
regular classes satisfactorily (Keuhne, 1998)). FAPE means that
children with disabilities will receive the appropriate education
under the public school system, with no cost to the parent.
IDEA does not define inclusion because it requires school
districts to make sure there is an individualized approach to
determining the less restrictive environment for students with
disabilities. In such as case, inclusion is not implemented as a
one-size-fits-all approach; rather, it requires an individualized
enquiry into the unique educational needs of each student with a
disability and determining the supports and aids needed to meet

3. their needs.
Some of the legal ramifications of the LRE provision are
differing opinions on the implementation of LRE. The provision
is implemented synonymously with inclusion and mainstreaming
terms, although they are not defined in the statute. Furthermore,
while the LRE statute supports the integration of students with
disabilities in general classrooms, it also supports the idea of
using alternative placements (Keuhne, 1998).
LRE provision has both relative and dynamic properties. One of
the relative properties is practical applications of LRE. The
students my change and the teachers are different; therefore the
process of determining the most effective placement is a
dynamic property because it may change (Keuhne, 1998). To
ensure LRE and FAPE for all students, it is important to make
an individualized enquiry; every student is unique and may
different kinds of placements or modifications. Some of the
students with a disability may have behavioral problems,
impacting the quality of the services they receive or having
potential harmful effect to others. When such is the case the
needs of the student cannot be met effectively in that
environment, and other placement considerations should be
made.
Discussion 2
Janice Rorie there name
According to the Center for Parent Information and Resources
contents of the IEP (2010) states:
A statement of the child’s present levels of academic
achievement and functional performance, including how the
child’s disability affects his or her involvement and progress in
the general education curriculum;

4. A statement of measurable annual goals, including academic
and functional goals;
A description of how the child’s progress toward meeting the
annual goals will be measured, and when periodic progress
reports will be provided; A statement of the special education
and related services and supplementary aids and services to be
provided to the child, or on behalf of the child;
A statement of the program modifications or supports for
school personnel that will be provided to enable the child to
advance appropriately toward attaining the annual goals; to be
involved in and make progress in the general education
curriculum and to participate in extracurricular and other
nonacademic activities; and to be educated and participate with
other children with disabilities and nondisabled children;
An explanation of the extent, if any, to which the child will not
participate with nondisabled children in the regular class and in
extracurricular and nonacademic activities;
A statement of any individual accommodations that are
necessary to measure the academic achievement and functional
performance of the child on State and districtwide assessments;
The projected date for the beginning of the services and
modifications, and the anticipated frequency, location, and
duration of those services and modifications.
Summarize these components and explain the purpose and
importance of the IEP in supporting the student’s educational
outcomes. Explain the role of the family in the IEP process.
Students with disabilities are given IEP’s to see where they are
in their developmental domains. The IEP’s help them to

5. understand if they are meeting certain goals in their assessments
given to them by their teachers. IEP’s are important for any
child who struggles with their learning, and families who have
children with certain disabilities are entitled to assist their child
or children in their learning from what they need to know to
become educated in the areas of their child’s development from
which they are struggling with to help with the IEP data because
if a child is having difficulty with their learning assistance
would be recommended.
Alaina Irias thats they name
An IEP is an individual education plan, which must consist of
the child’s present academic level and functional performance
as well as their annual goals and child’s progress throughout the
year when progress has been checked. There also needs to be a
description of services provided to the child at school such as
speech therapy or OT. If anything needs to be changed or
modified for the child it needs to be included, and where and
when the child with be with their non-disabled peers. There
should also be a statement of any individual accommodations
that need to be made in order to measure progress and success
throughout the year. There also needs to be a date for the
beginning of services and modification as well as frequency,
location, and duration of said services (Center for Parent
Information and Resources, 2010).
IEP’s are very important because they help students succeed and
move forward in their education, while some students may be
farther behind their non-disabled peers, other students fall just a
bit short of where they should be based on their age and
academic level. This is why IEPs are so crucial to students
because no disability is exactly the same and all students need
to have their own specific and important goals to be working
toward that can be measured. IEPs pick goals that are going to
help give students a better quality of life in the long run

6. whether that be academic, life skills, or social skills like
playing ball with a partner.
The family has a crucial role in this planning because they know
what their child needs to work on the best. They also have a
good idea of what works for their child and what does not as
well as how he or she is doing in outside treatment such as
speech, OT, ABA etc. The family is also important because
they need to support the goals that are on the IEP so that the
child is being held responsible for all of the same activities
across all environments. Personally I worked with a 16 year old
non-verbal child with autism, and he was working on life skills
like putting his plate away and cleaning up when he had
finished eating lunch, but at home he was not responsible for
cleaning up. So when he was at school and they placed a
demand on him about half of the time he would have an outburst
and the other half he would listen and clean up. I know the kids
that I work with as an RBT we are always checking with school
and speech to make sure we are holding them accountable for
the same responsibilities so that kids can catch on sooner.