a. Regular Class Placement.
Regular class placement is the least restrictive placement for all children. This placement alone, without some type of special education supportive services, is not suitable for a child with a disability and is usually considered unsuitable by the Eligibility Committee.
b. Inclusion Classroom.
Inclusion classroom placement involves the maintenance of the child in a regular mainstreamed classroom assisted by the presence of a second professional who is certified in special education.
c. Regular Class Placement with Consulting Teacher Assistance.
A consultant professional model is used when supportive special education services are required, but the Eligibility Committee feels that the child will be better served while remaining in the classroom rather than being pulled out for services. Because the child remains within the class, even though he or she is receiving services, this placement is considered the next LRE setting.
d. Regular Class Placement with Some Supportive Services.
Regular class placement with supportive services may be used for students with mild disabilities who require supportive services but can remain in the regular class for the majority of the day. The services that may be applied to this level include adaptive physical education, speech and language therapy, in-school individual or group counseling, physical therapy, and occupational therapy.
e. Regular Class Placement with Itinerant Specialist Assistance.
Itinerant services are services subcontracted by the district and provided by outside agencies. These services are usually provided for students when the disability is such that the district wishes to maintain the child in the district, but there are not a sufficient number of students with that disability to warrant hiring a professional. An example of this may be a hard-of-hearing child who can maintain a regular class placement as long as supportive itinerant services by a professional specializing in hearing impairments are provided.
f. Regular Class Placement with Resource Room Assistance.
A resource room program is usually provided for students who need supportive services but can successfully remain within the regular classroom for the majority of the day. This type of program is a “pullout” program, and the services are usually provided in a separate room. The student–professional ratio with this type of service is usually 5:1, and the amount of time spent within the resource room cannot exceed 50% of the child’s day.
g. Special Class Placement with Part Time in Regular Class. Part-time placement is for students who need a more restrictive setting for learning, behavioral, or intellectual reasons; cannot be successful in a full-time regular class or with a pullout supportive service; but can be successfully mainstreamed (part-time participation in a regular classroom setting) for a part of the school day. The special education professional determines the nature of the mainstream experience.
h. Full-Time Special Class in a Regular School.
A full-time special class in a regular school placement is viewed as the LRE setting for students whose disability does not permit successful participation in any type of regular class setting, even for part of the day. The students in a special class usually require a very structured, closely monitored program on a daily basis but not so restrictive as to warrant an out-of-district placement. These students can handle the rules and structure of a regular school building but not the freedom or style of a less restrictive setting within the school.
i. Special Day School Outside the School District.
A special day school is a type of restrictive educational setting that is a desirable placement for students whose disability is so severe that they may require a more therapeutic environment and closer monitoring by specially trained special education professionals or staff members. The child is transported by district expense to the placement, and many state policies try to limit travel time on the bus to no more than one hour.
These types of programs may have student–professional–aide ratios of 6:1:1, 6:1:2, 9:1:1, 9:1:2, 12:1:1, or 15:1:1, depending upon the severity of the child’s disability. The more severe the disability, the lower the number of student–professional ratio. These programs can run 10 or 12 months, again depending upon the severity of the disability and the individual needs of the child.
j. Residential School.
Residential school placements are considered the next most restrictive placement. Not only does the student with a disability receive his education within this setting but also usually resides there for the school term. The nature and length of home visits depend on several factors that are usually determined by the residential school staff after evaluation and observation. For some students, home visits may not take place at all, whereas others may go home every weekend.
Some students are placed in residential placements by the court. In this case, the child’s local school district is only responsible to provide the costs of the educational portion, including related services if needed.
k. Hospital or Institution.
One of the most restrictive setting used is a hospital or institution. Although this is a very restrictive setting, it may be the LRE setting for certain students, such as situations of attempted suicide by an adolescent, pervasive clinical depression, or severe or profound retardation.
l. Homebound Instruction.
Homebound instruction provides a very restrictive setting that is usually for students who are in the process of transition between programs and have yet to be placed. It should never be used as a long-term placement because of the social restriction and limitations. This option is also used when a child is restricted to his or her house because of an illness, injury, and so on, and this option remains the only realistic educational service until the child recovers. Homebound instruction requires an adult at home when the professional arrives or can be held at a community center, library, or some other site deemed appropriate by the Eligibility Committee.
