Abstract
The least restrictive environment (LRE) provisions of the Individuals with Disabilities Education Act (IDEA) require that children with disabilities be educated in regular education classrooms unless “the nature and severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” Prior court decisions and the 1997 Amendments to IDEA require that individualized education program (IEP) teams discuss and consider a full range of supplemental aids and services so children benefit from educational programs in the LRE. This article reviews the legal basis for the mandatory consideration of supplementary aids and services and presents a four-step approach for teams to use in determining supplementary aids and services for children with disabilities.
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