Inclusion/LRE Requirements

Inclusion and Least Restrictive Environment
Inclusion is part of a much larger picture then just placement in the regular class within school. It is being included in life and participating using one's abilities in day to day activities as a member of the community.
It is being a part of what everyone else is, and being welcomed and embraced as a member who belongs. Inclusion can occur in schools, churches, play- grounds, work and in recreation.

In school, inclusion does not occur by placement in the regular class alone, rather it is a desired end-state. It must be created with proper planning, preparation and supports. The goal of inclusion is achieved only when a child is participating in the activities of the class, as a member who belongs, with the supports and services they need. Inclusion is "not" a trade-off of supports and services for placement in the regular class and is not a trade-off of achievement of individual goals.
One great tool administrators, parents, and students is the following website.

http://www.inclusion.com/inclusion.html
There are great links on this website such as how to set up an inclusion classroom and instructional strategies for the inclusion setting.
Resources for Setting Up a Classroom:
The Inclusive ClassroomStrategies, skills, supports for preparing and implementing inclusion in the classroom.
Inclusive Teaching Guide (Adobe .pdf file 16 pages)
BC Ministry of Education, Skills & TrainingStudents With Intellectual Disabilities A Resource Guide for Teachers - Modifying the Curriculum
What Does the Research Say About Inclusive Education? Article written by Kathleen Whitbread, Ph.D.
Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom - A description of the process consisting of nine steps for planning and implementing materials adaptations.
Samples of Curricular Adaptations practical tips from the B.C. Ministry of Education for inclusive adaptations to materials and curricula.
Links to other sites on inclusion.
Least Restrictive Environment:
IDEA defines Least Restrictive Environment as "to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily" (Sec. 612 (a)[5]).

Every student with a disability should be given the opportunity to start out in a general education classroom and if that environment does not allow for success and a more restrictive environment is deemed appropriate, then that facilitators and educators must give good reason as to why the LRE is not working and it should be a main topic of discussion in the IEP meeting (Block, 1999).

A wonderful article from the Texas Women’s University website does a great job correlating how to use inclusion and follow the guidelines of LRE. The article can be found at the following link:
http://www.twu.edu/inspire/inclusion.htm
When developing an IEP for your child, it is important to remember that your child is entitled to a free appropriate program implemented in the Least Restrictive Environment. This chapter discusses issues for your consideration when determining placement for your child. According to law, first consideration should always be given to placement in a general education classroom with the use of appropriate supplementary aids and services, often referred to as "supported inclusive education."
Inclusion Is A Value
We view inclusion as a value, a set of humanistic beliefs that have been encoded in federal law. These laws clearly reflect that individuals with disabilities are valued members of society. Inclusion is a process through which we discover our similarities, rather than our differences, and we focus on our strengths, not our weaknesses. Inclusion does not reflect a place where special education is provided, but in a larger sense, a way of life and a way of thinking about the future of our children. By providing our children with opportunities to have meaningful relationships and experiences within their family, school, and community lives, we are enabling them to reach their fullest potential as adults.
The following link http://www.spannj.org/BasicRights/least_restrictive_environment.htm will help districts determined guidelines for inclusion.