As special educators, we walk a fine line between the families we service and advocate for and the administration who can make or break our work life. We’re supposed to be the voice of reason, the strategist for a child’s education, and the advocate for what is best for each student. So what happens when a parent requests full or more general ed time for a student?
While a students Least Restrictive Environment (LRE) is determined at the IEP meeting based on the IEP supports and services needed for the child to succeed, the answer is not always straightforward.
Is More General Ed Time the Appropriate Placement?
There is no doubt that parents want their children to lead as “normal” of a life as possible. They may see a special ed setting as one that is holding the child back or is keeping him from achieving his potential.
They may also see a recommendation for limited general ed time as the worst possible scenario for their child. (Reminder: it is imperative that we listen to parent concerns and navigate these waters carefully!)
Since parents are part of the IEP team and have the final sign-off on the IEP itself, it is important to make sure everyone is on the same page and understands why the placement is what it is. Here are some tips for making that happen:
1 – Ask What They are Hoping for with the General Ed Placement
Understanding why the general ed placement is so important for parents and what their priorities are with it will help you discuss the realities of the classroom setting with them. Ask parents what their vision is for their child being in gen ed? Do they envision their child hanging out with a lot of children and making friends quickly in the gen ed classroom? While they may make friends, the potential fantasy of the gen ed classroom is far from the structured reality of the day.
Explaining the reality to them and asking the general ed teacher to help coordinate the times that would work best for the family’s goals is a good way to help them understand that the best placement for their child might not be all day in a gen ed setting.
In this scenario, having the parent observe the general education classroom for a few hours or half a day may be beneficial. You can then have a conversation post-observation about the delivery of SDI and other special education supports and services. It may also be an option to have the student in this LRE for a trial period (example: 1 month). Collect data during this time and then re-convene to determine if this placement is the child’s most appropriate LRE.
2 – Some Service Not Available
It’s important for parents to understand that some of the services their child receives are not available or appropriate for the general ed classroom. Many of the small group lessons that special ed students need and thrive on are simply not things that the general ed teacher is equipped to do, or one that a general ed classroom has. Emphasizing that the more progress a child makes in the current setting, the better equipped they are to spend more time in the general ed setting.
In this scenario, you could trial more general ed time with pull out resource services, or itinerant in-class special education supports.
3 – Introduce Them Slowly and Re-evaluate
If parents are insistent that the child spends more time in the general ed setting, propose introducing the child subject by subject. Start with less academically challenging subjects or specials and then evaluate the child’s progress academically, socially, and emotionally after a month.
The data will either show that the student is ready for the transition or that it is not the best placement. There is nothing wrong with letting the child try and it helps parents get a clear picture of the data that is used to determine the most appropriate setting.
Remember This When Having LRE Conversations
The goal of special education is to provide the student with the right level of support in the right environment for that individual.
Parent input matters and is vital to the IEP process, but we must follow the data when making decisions about a student’s Least Restrictive Environment (LRE). Putting a student in a more restrictive environment can be detrimental to the student.
Handling these conversations with a gentle and empathetic tone, while also sharing and validating concerns about the student’s future successes is of utmost importance. Maintain open, empathetic communication to build trust; through sharing raw data with families and analyzing the data together will help in making these decisions less emotional, and more data-driven.
In the end, the most important thing to remember is that the parent only wants what is best for their child. They want their child to live and learn in the best, most appropriate least restrictive environment available to the child.
Being a parent of a child with special needs can be challenging and emotional, and as teachers we need to build a relationship with them that is both safe and supportive.
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