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Running Head: LRE/FAPEDetermining Least Restrictive Environment and FAPE Melissa S. LatimerGrand Canyon UniversitySPD-510: Professional, Ethical, and Legal Practices and Policies in Special Education 1
Running Head: LRE/FAPEPart I: Graphic OrganizerServices provided by general education teacher with accommodationsand modifications as needed. Instructional supports are put in place.Student may receive push-in support with special education teacher.Student may have additional adult support (IRIS, 2020). Benefits: socialinteractions, more access to general curriculum, higher expectations,enhanced skill acquisition. Drawbacks: inadequate placement, studentmay “get lost”, inability to access general curriculum, curriculum maymove too quickly, poor comprehension. General Education ClassroomMajority of instruction takes place in special education classroom.Student participates in general education for non-academic periods (P.E,music, art, etc.). Curriculum is in alignment with general educationcurriculum; however, it is modified, differentiated, and adapted to meetthe student’s needs (IRIS, 2020). Benefits: smaller class sizes,individualized attention, close relationships formed with teachers andclassmates, more intensive intervention. Drawbacks: can be challengingfor teacher to adapt curriculum to meet varied needs, reducedinteraction with general education peers, social problems may worsen,may be difficult for student to return to general education. Special Education Classroom Students attend school in a public or private facility for the majority ofthe school day. The facility is designed, staffed, and resourced forspecialized instruction of students with a particular disability (autism,emotionally disturbed, deaf, blind, etc.) (IRIS, 2020). Benefits: school istargeted to meet the needs of students with a particular disability,necessary support is received, teachers/staff has specialized training,instruction is differentiated, specialized resources/services available,student with is peers that have same disability. Drawbacks: lack ofinteraction with non-disabled peers, stigma of attending a “specialschool”, reduced social interactions/growth, lower expectations, troubletransitioning back to regular school. Special School Due to physical or mental health challenges, which limit or preventschool attendance, instruction is provided in the home by ahomebound teacher. Schedule is created to meet student’s needs.Consultation and collaboration between homebound teacher, specialeducation teacher, and general education teacher (IRIS, 2020).Benefits: instruction is based on student needs, reduced anxiety,building on strengths, student-centered instruction, creative learning.