Updated, December 2010
Indicator 6, sometimes referred to as Preschool LRE, concerns itself with the number of children with disabilities in preschools who received their special education services in general education settings, alongside their peers without disabilities. This is in keeping with the principles and requirements of IDEA with respect to children’s placement in the least restrictive environment (LRE).
The indicator reads as follows:
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Percent of preschool children with IEPs who received special education and related services in settings with typically developing peers (e.g., early childhood settings, home, and part-time early childhood/part-time early childhood special education settings). [20 U.S.C. 1416(a)(3)(A)]
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Resources to Support Preschool Inclusion of Children with Disabilities
Use the resources generated by this Preschool Community of Practice.
The Preschool LRE – Part B and 619 CoP is no longer active as part of OSEP’s communities of practice, but it has generated many useful materials over the years that can help those in the field support children with disabilities in the preschool general education setting. Visit the CoP’s resource pages, at:
http://www.tacommunities.org/community/view/id/1028
Receive technical assistance in providing early childhood special education services.
The National Early Childhood Technical Assistance Center provides a list of Department of Education funded early childhood education projects, lists of state contacts for early childhood concerns, and a series of publications and newsletters on related issues.
www.nectac.org
Especially for child care providers and preschools.
Visit NICHCY’s resource page designed especially for those providing child care or educational services to young children and preschoolers with disabilities.
http://www.nichcy.org/families-community/childcare
What does “placement in the LRE” mean?
Read how placement decisions are made and the impact of IDEA’s LRE provisions of such decisions.
http://www.nichcy.org/schoolage/placement/placement-lre/
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