Principles and Purpose of Idea
Published on Oct 31, 2017
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Principles and Purpose of IDEA (2004)
Katie Guidone
what terms should parents know?
- Individuals with Disabilities Education Act (IDEA) of 2004
- Free Appropriate Public Education (FAPE)
- Least Restrictive Environment (LRE)
- Inclusion
- All related, but different
- (Taylor, Smiley, & Richards, 2015, p. 19-21)
If a parent has a child eligible for or already in special education, there are a few terms and ideas they should become familiar with. Individuals with Disabilities Education Act (IDEA) was revised in 2004, and sets standards and guidelines for special education for children with disabilities.
Free Appropriate Public Education (FAPE) is a part of IDEA.
Least Restrictive Environment (LRE) is another part of IDEA.
Inclusion is more of a philosophy, but is related to these other concepts.
Free Appropriate Public Education (FAPE) is a part of IDEA.
Least Restrictive Environment (LRE) is another part of IDEA.
Inclusion is more of a philosophy, but is related to these other concepts.
Free Appropriate Public Education (FAPE)
- All students entitled to a free appropriate public education
- "Appropriate" varies based on needs of child
- ALL students receive quality education, regardless of disability
- School district pays for outside referrals if can't provide child with proper education
- (U.S. Department of Education, 2010)
Free Appropriate Public Education (FAPE) means that children 3-21 years old are eligible for a free, appropriate education in the special education setting if needed. "Appropriate" means it will vary based on the needs of the child. Some children will benefit more from spending the most time in the general education classroom, while others will benefit more from spending time in a special education setting. Whatever the case, FAPE ensures children get the best education for them.
LEast Restrictive Environment (LRE)
- Ensures children with disabilities spend as much time as possible and as is appropriate in a setting with children without disabilities.
- Necessary supports and accommodations should be put into place before completely removing a child from a general education setting.
- (Ohio Center for Autism and Low Incidence, 2017)
Least Restrictive Environment (LRE) describes the place/setting, under IDEA, in which a child will spend their time. Ideally, the child will be able to spend at least a portion of their day in the general education setting. If that is not always appropriate, they will spend as much time as they can in there, and the rest of the time in a special education setting. The least amount of time possible away from other students without disabilities is recommended for LRE.
Inclusion
- Including students with disabilities in the same environment as students without disabilities; can be partial or full
- Partial: a student with disabilities spends part of their day with students in the general education setting
- Full: a student with disabilities spends their entire day in the gen ed setting
- (Taylor, Smiley, & Richards, 2015, p. 50-51)
Inclusion is a philosophy. It is not a setting. The idea is that students with disabilities should be included with students without disabilities as much as possible. If that is not possible for a child with a severe disability, there will be less, or in extreme cases, no inclusion. Before resorting to special education settings only, there should be accommodations like modified lesson plans, classroom rearrangements, and one-on-one aides put into place to help a child with a disability succeed.
How are they related?
- Inclusion often part of LRE, but not always
- Sometimes inclusion in general education setting is not appropriate or beneficial
- Goal of LRE is often inclusion, but individual circumstances need to be considered
- LRE and Inclusion are part of FAPE, but are not always appropriate.
- (U.S. Department of Education, 2010)
LRE, FAPE, and Inclusion are all covered under IDEA. LRE often includes inclusion: students with disabilities should spend as much time as possible in the general education setting, which is the idea of inclusion as well. FAPE ensures that children receive the most appropriate education for their individual needs, which means considering LRE and inclusion, and how they will benefit the child.
When LRE Does Not Mean Inclusion
- Severe disabilitiy
- No social or educational benefit
- Disability that may lead to injury of other students (if too close, too many people in one place, etc)
Ideally, the least restrictive environment will mean inclusion is practiced for at least part of the day. In some cases, that does not work. Some children may not gain any benefit from spending time with children without disabilities. They may not be anywhere near the educational level, so they need a special education setting to be able to learn. Sometimes, a child may learn in an outside facility that is fully special education, so there is no opportunity for a general education setting. Their LRE has to take place in their facility.
What Inclusion Looks Like
- Accommodations, modifications to lesson plans
- Rearranging classroom (student with disabilities may need a special desk, a seat in the front of the room)
- One-on-one aides
- Assistive Technology
When a child with a disability is included with students without disabilities, that is inclusion. In order for this inclusion to be successful, sometimes modifications or adaptations may be necessary. A child may need a one-on-one aide who is with them at all times. Some children may need to sit closer to the front of the room to see or hear better. Some students need assistive technology, such as a tablet that helps them speak. Sometimes a modified lesson plan is needed. All of these concepts are part of inclusion.
Final Thoughts
- Parents should play an active role in child's education
- Be involved in IEP meetings
- Share knowledge about IDEA, FAPE, LRE, and inclusion
- Be on the lookout for inclusion in child's classroom
IDEA is an important concept for parents of children with disabilities to be aware of. Parents must know their rights, and their child's rights. Parents should take an active role in their child's education and be part of the process of ensuring their child receives the best possible education. Knowing what things LRE, FAPE, and Inclusion mean can only benefit their child.
References
- Ohio Center for Autism and Low Incidence. (2017). Least restrictive environment [Video file]. Retrieved from http://www.ocali.org/project/least_restrictive_environment_video
- Taylor, R.L., Smiley, L.R., & Richards, S.B. (2015). Exceptional students: Preparing teachers for the 21st century. New York, NY: McGraw-Hill Education.
- U.S. Department of Education. (2010, August). Free appropriate public education for students with disabilities: Requirements under section 504 of the rehabilitation act of 1973. Washington, D.C.
continued:
U.S. Department of Education. (2010, August). Free appropriate public education for students with disabilities: Requirements under section 504 of the rehabilitation act of 1973. Washington, D.C.
U.S. Department of Education. (2010, August). Free appropriate public education for students with disabilities: Requirements under section 504 of the rehabilitation act of 1973. Washington, D.C.
