In special education, the concept of Least Restrictive Environments (LREs) plays a crucial role in ensuring that students with disabilities receive the appropriate level of support while being included in general education settings to the maximum extent possible. LREs refer to the educational settings where students with disabilities can learn alongside their non-disabled peers. Let’s delve into the different types of LREs, starting from the least restrictive to the most restrictive, and understand how they function.
The types of LREs fall on a continuum. Below are the placements from the least restrictive to the most restrictive. You can get a copy of the continuum, as well as a placement decision sheet, in the Resource Library if you’re a member of The Intentional IEP. If you’re not a member yet, you can join here!
In this setting, students with disabilities attend regular classes alongside their non-disabled peers without any additional support or services. Teachers in these classrooms may differentiate instruction to meet the needs of all students.
Here, students with disabilities are present in regular classes but receive extra support from special education teachers or paraprofessionals. This can include modified assignments, additional resources, or individualized instruction.
This involves a special education teacher working closely with the general education teacher to provide support within the classroom. The itinerant teacher may ‘push in’ to assist or collaborate with the general education teacher to meet the diverse needs of students.
In an inclusion classroom, students with disabilities are part of the general education classroom with both a general education teacher and a special education teacher present to co-teach and co-plan lessons. This model promotes collaboration and shared responsibility for all students.
Students leave the general education classroom for specific periods to receive specialized instruction in a smaller group setting. They typically work on individualized goals and may focus on specific skill-building activities.
In this setting, students with disabilities spend the majority of their school day in a separate classroom designed for students with similar needs. Special education teachers provide instruction tailored to each student’s Individualized Education Program (IEP).
Sometimes, students may require placement outside of their district in a specialized program that can better address their unique needs. These placements may include specialized schools or programs designed for specific disabilities.
For students unable to attend school due to medical reasons or other circumstances, homebound instruction involves receiving education at home. Teachers provide individualized instruction to ensure continuity in learning.
In cases where students require intensive support that cannot be met within a traditional school setting, they may be placed in a facility, nonpublic school, or residential program tailored to address their complex needs.
When determining the most suitable LRE for a student with special needs, several factors come into play that can significantly influence the decision-making process. These factors include the student’s individual abilities, learning style, and specific needs, as well as the level of support required to access the curriculum successfully.
Additionally, considerations such as the availability of resources, the expertise of teachers and support staff, parental preferences, and the school’s capacity to provide appropriate accommodations also play a crucial role in selecting the most appropriate LRE for each student.
Here is a short snippet from one of the trainings inside of TII membership about resource rooms:
The membership also provides guidance on supports in the IEP that can help a student meet goals.
You can join The Intentional IEP to gain access to over 150+ different IEP related trainings, and access to our IEP Goal Bank. Click the image above to join!
Each LRE is designed to provide students with disabilities with the appropriate level of support while fostering inclusion and access to the general education curriculum. By understanding and implementing LREs effectively, educators can create inclusive environments where all students have the opportunity to learn and thrive.
Ā© The Intentional IEP. 2025. All rights reserved.Ā
