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:
Percent of children aged 3 through 5 with IEPs attending a:
A. Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
B. Separate special education class, separate school or residential facility. [20 U.S.C. 1416(a)(3)(A)]
Resources to Support Preschool Inclusion of Children with Disabilities
This project, funded by OSEP, offers substantive professional development modules on preschool inclusion.
Receive technical assistance in providing early childhood special education services.
The 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.
Inclusion of children with disabilities or other special needs.
This 4-pager briefly discusses the legal basis for inclusion and then gives practical tips for child care providers with respect to making accommodations for many different kinds of disabilities or special needs.
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.
What does “placement in the LRE” mean?
Read how placement decisions are made and the impact of IDEA’s LRE provisions of such decisions.