IEP - LRE

The Least Restrictive Environment (LRE) policy requires schools to include special education students in classrooms with non-disabled peers to the maximum extent appropriate. The LRE tab is where the Student Team documents the most appropriate learning environment for the student. Entries in this screen are for section 23 of the IEP form.

 

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To document the LRE on an IEP, do the following:

  1. After the IEP is initiated, select the LRE tab.

  2. Select the student’s Age range, either 3-5 or 6-22. NOTE: You may need to report additional information according to the Age selection. See Step 4.

  3. Disregard out-of-state unless services will be administered outside of Hawaii.

  4. Select the LRE Continuum item that reflects most accurately how much time the student will spend with non-disabled peers throughout the school day.

    For both 3-5 and 6-22 selections, please note:

    1. If Age 3-5 is selected, after selecting an LRE Continuum, you must enter additional information in the LRE Details section:

      1. Attending Early Childhood Program - As appropriate, enter minutes per week in Regular Early Childhood Setting. For Where the majority of SPED/related services are received, use the drop-down menu to select where the student receives the services. In the Program Name box, select all programs that apply (e.g., Head Start, Group Childcare, etc.). NOTE: If the IEP was created prior to July 16, 2010, the field label will display "Community or Private Programs or Activities data."

      2. Attending Special Education Program - Select whether the student will be in a Separate Class, Separate School or Residential Facility.

      3. Not Attending Early Education Program or Special Education Program - Select the Alternative Location.

    2. If Age 6-22 is selected, after selecting an LRE Continuum, you can read descriptions for each selection in the LRE Details section:

 

  1. Enter the team's LRE Statement, which will be printed in section 23 of the IEP. The statement explains the extent to which full participation in general education is not possible (e.g., the student needs speech services twice a week in a separate setting, but will otherwise participate full-time with non-disabled students).

  2. Proceed as appropriate to other areas of the IEP:

 

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