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I attended an IEP meeting recently that really brought home for me the complex nuances of determining what placement, or blend of placement options, represents the Least Restrictive Environment (“LRE”) for an individual student with an IEP. Not only are there the academic factors, there are the social/emotional factors of a particular configuration of services and placement to consider as well.
But, it goes beyond that. A truly honest evaluation of LRE also looks at the culture of the school, if not the entire school district, where the placement is to occur. What constitutes the LRE for a child according to best practices is not necessarily what’s realistically achievable in a school district that does not consistently apply best practices throughout its general education settings.
Many times, for example, a full inclusion program doesn’t fail because the child was unable to respond to appropriate pushed-in support in the general education setting. Full inclusion often fails because of weaknesses in how a school district has set up its general education programs in the first place, into which students with IEPs – who have all kinds of legal rights and protections that the general education students don’t have – then?try to integrate. The failure can be just as much because the general education setting is inappropriate for the general education students, much less a student with special needs.
Personally, I think every child should receive an individualized education. You shouldn’t have to have something “wrong” with you to be taught in a manner most consistent with how you are most likely to experience educational success.
However, our public education system was developed 100 years ago during the Industrial Revolution and emulates the assembly line. Trying to achieve individualization in a setting configured for mass production is an exercise in futility. Full inclusion, therefore, can fail because the effort to individualize for a fully included special education student in the general education setting runs counter to the mass production mentality of general ed.
So, what can happen is that parents will successfully advocate, they think, for full inclusion – or at least increased mainstreaming opportunities – only for the whole thing to go horribly awry once implemented. Afterwards, smug school district personnel will sit in IEP meetings throwing I-told-you-so’s into the parents’ faces, as though it was an outrageous mistake to push for full inclusion and?the parents should have known better.