LEAST RESTRICTIVE ENVIRONMENT, INCLUSION, AND STUDENTS WITH DISABILITIES: A LEGAL ANALYSIS

Abstract

The Individuals with Disabilities Education Act (IDEA) and regulations implementing the law provide for a free, appropriate education in the least restrictive environment (LRE) for children with disabilities. However, neither the law nor the regulations delineate how school districts are to determine the least restrictive environment. This uncertainty has led to conflicts over interpretations of LRE; these conflicts have resulted in a number of court cases that have clarified the meaning of the mandate. The United States Courts of Appeals for the 3rd, 5th, 9th, and 11th circuits have issued rulings in cases concerning the LRE mandate. The results of this litigation show that IDEA does not compel the placement of students with disabilities in the regular education classroom, but, rather, fully supports the continuum of placements. The courts have held that students with disabilities should be educated in regular education settings, but only when such settings are appropriate to the students' educational and social needs. Additional criteria for determining the least restrictive environment for students with disabilities should include consideration of the needs of other students in the class in which the student is to be placed. Principles extrapolated from these cases offer guidance to special educators making decisions regarding LRE.