California Department of Education, Special Education Division
CORE MESSAGE AREA:
LEAST RESTRICTIVE ENVIRONMENT
The categories of the LRE Core Messages are based on research-validated
practices, which are evident in high achieving schools and have been replicated
for school reform efforts. These strategies have also been found to promote the
conditions that improve learning for all students and should be used to influence
Individualized Education Program (IEP) decisions for Free Appropriate Public
Education (FAPE) in the least restrictive environment (LRE). These include:
1. Educational Infrastructure
Districts must assure that policies and procedures, facility planning, resource
allocation, and collaboration between special education and general education
staff reflects high expectations for all students, including those with disabilities.
Providing FAPE in the LRE requires appropriate physical environments for
instruction. School and district structures and resources need to be accessed to
appropriately support individualized student learning needs.
2. Instructional Capacity
Educators need knowledge, skills, and support to provide quality instruction and
services to students with disabilities. Access to core curriculum for students with
disabilities starts with high quality, evidenced-based instructional practices and
IEP goals aligned to state standards. Teachers utilize appropriate
accommodations, universal design for learning, accessibility adaptations and
technology, and differentiated instruction.
3. School Culture and Leadership
Strong leadership and a positive school culture provide support for all students to
succeed in academic and behavioral areas. A positive school climate is culturally
responsive with both administrative and teacher leaders striving to create and
nurture an inclusive learning environment where all students can succeed.
4. Family and Community Partnerships
Students thrive in environments where family and school goals are aligned and
communities are actively engaged. Parents and families bring critical knowledge
of their children’s strengths and needs to the IEP planning and decision making
process and are essential partners with schools in support of the implementation
of IEPs. Additionally, parents and family members serve in leadership roles at the
site and district levels, providing leadership and guidance to policy and
procedural development.
LRE Resources Project at WestEd • LRE4CA.org
1000 G Street, Suite 500 • Sacramento, California • 95814 t:916.492.4000
f:916.492.4002 • WestEd.org