Updated, December 2010
Indicator 5 is meant to address student placement in the least restrictive environment (LRE) and reads as follows:
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Percent of children with IEPs aged 6 through 21:
A. Removed from regular class less than 21% of the day;
B. Removed from regular class greater than 60% of the day; or
C. Served in public or private separate schools, residential placements, or homebound or hospital placements. [20 U.S.C. 1416(a)(3)(A)]
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Resources to Support Data Gathering for Indicator 5
Guidance documents on Indicator 5.
http://spp-apr-calendar.tadnet.org/byindicator.html#b_indicator_5
And technical assistance.
http://spp-apr-calendar.rrfcnetwork.org/explorer/view/id/489
How are we doing?
What’s the current status on improving participation rates of students with disabilities in the LRE? What are the data telling us? Read pages 53-77 in this summary from August 2010.
http://uploads.tadnet.org/centers/88/assets/221/download
Resources to Support Students with Disabilities in the General Education Setting
How is student placement determined?
An overview of placement, from NICHCY.
http://www.nichcy.org/schoolage/placement/placement-lre/
Supporting students in the general education classroom.
Often, the participation of students with disabilities in general education settings is greatly helped by providing them with supports, modifications, and accommodations. Visit NICHCY’s webpage on the subject to learn more.
http://www.nichcy.org/schoolage/accommodations
Starter set of resources on LRE.
Looking for information, resources, and technical assistance (TA) to help you and others support children with disabilities in their least restrictive environment in school? Here’s a starter list of places to look online.
http://www.nichcy.org/schoolage/placement/lre-resources
A treasure trove of modules for teachers and schools.
Visit the IRIS Center and raid their treasure chest of training modules designed especially to help teachers and school leaders create inclusionary environments for students with disabilities and support them in accessing the general education curriculum. Of particular note and relevance are these modules:
Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities (also available in Spanish)
http://iris.peabody.vanderbilt.edu/agc/chalcycle.htm
Addressing Disruptive and Noncompliant Behaviors (a 2-part series, available in English and Spanish)
http://iris.peabody.vanderbilt.edu/bi1/chalcycle.htm
Bookshare: Providing Accessible Materials for Students with Print Disabilities
http://iris.peabody.vanderbilt.edu/bs/chalcycle.htm
Creating an Inclusive School Environment: A Model for School Leaders
http://iris.peabody.vanderbilt.edu/inc/chalcycle.htm
Implementing inclusive practices in schools.
LeadScape is developing a professional community of school principals of inclusive schools. Based on the Leadership Academy modules developed by the National Institute for Urban School Improvement (NIUSI), LeadScape brings principals around the county into sustained professional communities focused on leadership for inclusive schools.
http://www.niusileadscape.org/
Find out about instructional approaches that can increase the participation of students with disabilities in general education.
The Center on Instruction provides a collection of scientifically based research and information on K-12 instruction in reading, math, science, special education, and English language learning.
http://www.centeroninstruction.org
Join a community of practice to discuss students with special needs participating in the least restrictive environment.
TAcommunities.org is a forum for exchanging strategies and ideas that will improve outcomes for children with disabilities. One of the communities you can join on TAcommunities is the “LRE Part B Community of Practice.” The LRE Part B Community of Practice discusses issues around helping students in special education participate in general education settings to the fullest extent.
http://www.tacommunities.org/community/view/id/1027
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