Least Restrictive
Environment for Preschoolers: How Are We Doing?
Susan
Donahoe, Early Childhood Coordinator
The concept of
least restrictive environment is not a new one to those in
special education. In order to provide an environment with
the least restrictions necessary (most normal) for a child
with a disability to learn, school districts have been
increasingly aware of the need for a variety of placement
options. Among those placement options are settings in which
the student learns along with typically developing peers,
whether it be in the community or an integrated classroom.
IDEA ’97
clarified that the least restrictive environment (LRE)
applies to preschoolers as well. The Seventh Circuit Court of
Appeals, that controls federal courts in Wisconsin as well as
Illinois, underscored that mandate. The court made a major
statement to Wisconsin school districts when it found a
school district in violation of the least restrictive
environment requirement because the district did not consider
placement options other than a segregated school placement
for a preschooler with disabilities.
In addition to
legal requirements, there is agreement among experts that
providing inclusive placement options for preschoolers with
disabilities is a recommended best practice. In order to
maximize normal development, young children with disabilities
need to be, as much as possible, in settings in which they
would normally be, had they not had a disability. Research
suggests better social outcomes for children educated with
their non-disabled peers. This finding is significant in
terms of the power that social competence has on impacting
success in all areas of life, present and future. In
addition, studies show at least as good outcomes in other
skill areas for children in inclusive educational settings as
students educated in segregated settings. Further data
indicate that children who start off in segregated special
education settings are likely to remain there.
In spite of the
powerful rationale for inclusive preschool services, as of
December 1999, 45% of the preschoolers with IEPs in Wisconsin
were still educated in segregated settings. There is a need
for districts to create preschool options that make sense for
their particular community. School staff may have to re-think
their role and learn to be comfortable providing services
outside the building, team teaching or as a consultant.
Community programs that provide care and education for young
children may have to expand their view of what needs they are
able to meet. Time and energy will be spent creating teams of
people that can truly collaborate. It probably won’t be
simple, but the thoughtful creation of community-friendly
options for preschoolers will include benefits for all young
children.
A regional
informational meeting on this topic will be scheduled this
fall or early spring. For more information or to schedule
CSPD training on this topic, contact Susan Donahoe, (608)-
758-6232, Ext. 323 or e-mail sdonahoe@cesa2.k12.wi.us
