The Least Restrictive Environment Meets the Individual Education Program: LRE Vs. IEP

"The laws require states to develop procedures for educating each child in the least restrictive placement - a setting that is as normal as possible" (Woolfolk, 2005, p. 117). It seems odd that one of the biggest hurdles facing the educational system in America is the legal requirement that all children must be taught in as normal a setting as possible. Every child must be part of a mainstream classroom rather than segregated into separate classes for students with physical disabilities or varying language skills. How can Educators teach classrooms filled with diverse populations of learners?

Generally, school administrators and teachers have solved the problem of teaching students with varying levels of educational and physical abilities by segregating the students into communities with similar abilities. Again, this probably seemed like a good idea at the time but the system had a fatal flaw. Evaluative methods vary from district to district and some students were placed in programs that did not match their skill level. Also, teaching children at their respective skill level seems logical until the realization dawns that every child will graduate one day. All children will eventually leave the public education system and enter the workforce. Teaching multiple sets of skill levels seems almost absurd when viewed in light of the fact that those kids who lack or are not taught basic skills will probably be unable to find basic jobs.

Still, how can teachers work with a wide range of learning, skill and physical need levels in a single classroom? Will more advanced learners suffer because students with specific needs will require more of the teacher's time? Sadly, the answer may well be yes but school districts have a little leeway regarding LRE and student placement. " LRE means that, to the maximum extent appropriate, school districts must educate students with disabilities in the regular classroom with appropriate aids and supports, referred to as "supplementary aids and services," along with their nondisabled peers in the school they would attend if not disabled, unless a student's individualized education program (IEP) requires some other arrangement" (Wright's Law, 2007). One way that teachers can effectively teach classrooms with wide ranges of students is to have an idea of the capabilities of each student. Fortunately, teachers in Special Education classes have long used the Individualized Education Program or Plan (IEP) that utilizes a team approach to understanding the needs of the individual learner and the ideas behind this tool may help teachers in the mainstream classroom..

"The Individualized Education Program , or IEP, is written by a team that includes the student's teacher or teachers, a qualified school psychologist or special education supervisor, the parent (s) or guardian (s) , and (when possible) the student" (Woolfolk, 2005, p. 117). The successful IEP includes an overview of the student's present level of functioning, goals for the year, a list of services or needs specifically for the student, a description of how the student will participate in the regular school program and a schedule telling how the student's progress over the year will be evaluated and whether or not measurable goals and objectives have been met during that period. In addition, students in their early teens (14 and above) will have a "statement of needed transitional services to move the student toward further education or work in adult life" (Woolfolk, 2005, p. 117).

IEP concepts and ideas can be incorporated into lesson plans to help keep teachers keep track of specific goals for each learner in the classroom. The teachers utilize their experience to decide whether or not to use the objectives directly from the text or modify them for the lecture. The teacher can stay focused by asking themselves whether or not "the goals coordinate with the regular classroom activities and schedules and do they follow the general curriculum" (Watson, 2006).

For example, Math lesson plans can incorporate elements that allow longer periods of time for reflection or similar activities that will enable every student to meet the desired goal. "LEP, IEP, ESE, ESOL students will be allowed more time to answer questions during discussion and will be given extra time to complete the five individual seatwork problems" (Whiting, 2007). In addition, tutoring time for every student is encouraged so that every student can meet the desired goal of the lesson plan while maintaining the goals set forth within the IEP. Again, the IEP is a team effort that begins by coordinating the efforts of Educators, Social Workers and parents with the needs of the student. Eventually, the student must learn to achieve their own goals. "Goals/statements must be relevant to the student's needs"(Watson, 2006). Lesson plans can help students meet new benchmarks while staying within their original plan.

There are multitudes of ways that IEP guidelines can be built into lesson plans but the IEPs should be reviewed and understood by the teacher before being written into the lesson plan. The lesson plan is a statement that reflects the teacher's original plan. The IEP is a document that individualizes the learning process for each student by using the team approach. Lesson plans should be written using IEP goals but should not single out a particular student or disability. For example, a lesson plan that focuses on the development of writing skills may list particular modifications to that plan that will benefit students with special needs. "Teachers of students with special needs might find it more useful to assign a paper where the students do research on a career they are interested in pursuing and use that as the basis for a personal essay like this" (Jones, 2006).

Finally, lesson plans written for science topics may have a lab that has particular equipment requirements for the lesson. The Lesson Plan should list modifications that may be required for meeting particular IEP goals. For example," when performing research on the computer in an individual role a button or switch to activate the computer can be used" by the student" (Ballay, 2002). Or, "when writing answers from research on the web quest assign a note taker to write student's dictated notes, dictate to a tape recorder, or have student use a speech-to-text software program (Viavoice or MS Windows accessibility feature)" (Ballay, 2002).

In conclusion, attempting to give each and every student a free and appropriate public education in their least restrictive environment is a daunting task. Teachers and students alike will need assistance to meet these goals. The IEP is an important tool in the learning process but using that tool in the classroom requires training and team work. "Because IEP goals create a roadmap for a student's educational program, in order for the student to be involved and progress in the general curriculum, IEP goals must address the general curriculum" (Karger, 2006). Teachers who incorporate IEP goals and modifications into their lessons plans will help every student in their classroom meet their goals. Students with special needs or varying language abilities will be included in the learning process and will feel that they are a part of the interactive learning environment. Helping students to achieve their goals will reduce frustration, build confidence and keep students from leaving the stage of education without the information required to thrive in our culture.

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