Discipline within CASD: Least Restrictive Environment (LRE)

What exactly does that mean and how does it apply to “typical” and “non-typical” peers?

IDEA requires the Least Restrictive Environment (LRE) for a student to learn.  That means for a child with disabilities it allows them to be educated alongside their peers.  Research shows that when students are able to be in class with their non-disabled “typical” peers, not only does it benefit the student socially, as well as connects them with their community, but it also enhances academic achievement for students with disabilities. 

I know in the CASD, we see students who are disrupting the general education classroom, and we think these students need to be out of the classroom and placed somewhere else. However, sometimes those placements are not the LRE.  In determining the LRE, we have to look at the student as a whole.  If a student with a disability is struggling to access his/her education with the right supports in place, then it is time to look at a different placement for the student.  Often students with challenging behaviors are the most difficult because we need to figure out the why and the what that is causing the challenging behavior.  More times then not, the public school will be the LRE.  The district must use determining factors before a student can be placed in a different placement or even a self-contained classroom such as Emotional Support, Learning Support, etc.  We want our students with disabilities to be able to interact with their non-disabled peers because this is how it is in the real world.

What about those students with challenging behaviors and how they are disciplined? It can look like our students with IEP’s are not disciplined; however, that isn’t correct.  You have heard the district talking about PBIS. Similarly, many of our students with challenging behaviors have a PBSP (Positive Behavior Support Plan.) This plan is developed after an assessment to determine why behaviors occur.   I think what is difficult for people to understand is that every behavior is going to be different with each student who has challenging behaviors.  They manifest themselves differently. 

Anecdotally, the behaviors we are most currently seeing are throwing chairs, cursing, hitting teachers, throwing objects.  When these behaviors happen and a student is suspended, he/she can only be suspended a total of 10 days per school year. If he/she is to be suspended past 10 days, the district has to conduct a Manifestation Determination.  Basically, it is a fancy way for the team to see if the behavior was a manifestation of the student’s disability. If it is determined to be a manifestation of the disability, it is critical to revise the plan or supports needed to help the student.  When this happens the student is able to return to school.  Thus, it seems parents feel that students are “protected” in a sense. If at the meeting, it is determined that the action was not a result of the students' disability, the student will either be suspended or the district may evaluate if a more appropriate placement is necessary. 

What we need to understand that as Dr. Ross Greene states, a child “will do well if they can.” None of these children with challenging behaviors wake up each morning and think “Today, I am going to clear the classroom, or I am going to curse out a teacher.  They have these behaviors because there is a lagging skill that needs to be identified and worked on.  

Post By: Becky Harland