Least Restrictive Environment

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Least Restrictive Environment

Although the ideas and reasons for inclusive education are very noble and can
have a positive effect on many disabled students, mandating inclusion for all
disabled students denies some the opportunity to appropriately learn in the
least restrictive environment (LRE) as required by law. The fight for inclusive
education has made enormous gains from when the National Association of Retarded
Children was established in 1950 to 1990 when the public law called the
Individuals with Disabilities Education Act (IDEA), P.L. 94-142, was revised.
Educational systems have moved from not providing education at all for the
disabled to providing schools for the disabled separate from non-disabled
students. Recently "normal" schools have been practicing inclusion and
have free rein to determine exactly how. The problem facing policy makers today
is whether or not all disabled children should be inclusioned. If the policy
makers would just observe the disabled students being inclusioned and ignore all
the rhetoric being presented to them, they will find that not all disabled
children benefit from inclusion. On July 13,1996, Omer Zak compiled several
articles the deaf and professionals who work with the deaf had submitted to him
and presented them on the Internet under the title Deaf Persons and Experts
Speak Out Against Inclusion. One of the writings submitted was entitled
"Interpreter Isn't Enough!" written by Leah Hager Cohen. The author is
an interpreter for an eleventh grade deaf student that is being inclusioned in a
regular school. Cohen explains how the deaf student will sit quietly by herself
before class begins while the rest of the students are socializing and
interacting with each other. The piece goes on to explain how the deaf student
must look at the interpreter during class in order to receive the lesson being
presented by the teacher. When the student looks takes her eyes off the
interpreter to write in her notes the interpreter must stop signing. When the
student looks back to the interpreter she begins signing again. The more often
the student stops to write in her notes the farther behind the teacher the
interpreter gets. As the interpreter falls behind she must try to catch up
causing a loss of information. If the teacher adds a visual aid such as a map or
a chart, the student must concentrate on three things causing her to fall even
farther behind. The deaf student rarely has the opportunity to be the one to
answer a qu...

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