Least Restrictive Environment

IEP teams largely determine what is least restrictive as a matter of opinion, preconceived ideas of where students with disabilities must learn, pressure from other team members and administrative factors (ie. lack of resources, not enough staff, scheduling). Sadly, opinions about which classroom students with disabilities must access their education in are often formed based on perceived limitations. For example, a staff member assuming that a student with an intellectual disability will never be able to read or participate in a group activity. In many cases, when children aren’t progressing in the general education setting, it isn’t because it’s impossible for them to do so but rather because the school has yet to exhaust all avenues to successfully integrate that child, perhaps the team doesn’t even know where to start. School failures to implement successful inclusion rarely come with bad intentions or selfish motives, the truth of the matter is that many school personnel lack the experience, training, and skills to make inclusion work for all students. Many teachers and administrators aren’t aware of the scope of what can be done and can be made available through request and support from the district.