Least Restrictive Environment
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Least Restrictive or Language Rich Environment? Why Not Both?! |
The concept of least restrictive environment (LRE) is a foundational element of IDEA for all students with disabilities. The Florida Department of Education published a Technical Assistance Paper (TAP) in 2016, “Least Restrictive Environment Considerations Related to Individual Education Plans.” When a student is deaf or hard of hearing, the articles in the TAP and additional considerations are not only warranted, but may be necessary, to ensure that the student receives a free and appropriate public education (FAPE) in an environment that is least restrictive to them. “The disability of deafness often results in significant and unique educational needs for the individual child. The major barriers to learning associated with deafness relate to language and communication, which, in turn, profoundly affect most aspects of the educational process.” (U.S. Department of Education, 1992).
In a policy letter (U.S. Department of Education, 2011), Dr. Melody Musgrove, Director of the Office of Special Education Programs states the following with regard to the LRE for students who are D/HH, “Any setting that does not meet the communication and related needs of a child who is deaf does not allow for the provision of FAPE and cannot be considered the LRE for that child.” It is important to note that this does not point to a one-size-fits-all approach to student placement, but rather that the decisions for the optimal environment for learning hinges on the individual needs of the student, including their access to communication and language. The Conference of Educational Administrators of Schools and Programs for the Deaf (CEASD) explains in a position paper that “States and local education agencies are required to ensure that a continuum of alternative placements is available, including instruction in regular classes, special classes, and special schools.” (CEASD, 2019). Those special schools in Florida include sites such as the Florida School for the Deaf and Blind and auditory-oral programs such as those found at the University of Miami Debbie School and Clarke Schools for Speech and Hearing. DeLisle (2014) explains the essence of the LRE for students who are D/HH in an article in Raising and Educating Deaf Children: Foundations for Policy, Practice and Outcomes where it is stated, “A setting that provides the necessary educational services and options for a DHH child to thrive is truly the Least Restrictive Environment.”
Chapter nine of the Optimizing Outcomes for Students who are Deaf or Hard of Hearing Educational Service Guidelines includes a “Deaf and Hard of Hearing Program Review Checklist.” Section six of this checklist lays out considerations for educators to help guide the decision-making process of choosing the least restrictive environment for students who are D/HH (NASDSE, 2019, p. 92-93). Questions such as “Are decision makers aware of the unique language, communication, academic and social needs of students who are deaf or hard of hearing?” and “Does the recommended placement provide full, direct and clear access to meaningful language, communication, instruction and social opportunities?” are just a few of the considerations decision-makers are encouraged to evaluate.
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Universal Design for Learning and Students who are D/HH |
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Even if the student is in the least restrictive environment, that environment may still have barriers to learning, many of which can be overcome with Universal Design for Learning. “Universal Design for Learning (UDL) is a new way of thinking about education that has the potential to reform curriculum and make learning experiences more accessible and meaningful for all students. UDL is a framework, a philosophy of education, that changes how people think about education and helps them to value the diversity of all learners. It is a powerful tool that has the potential to dramatically influence how all students experience school.” (Hartmann, 2011). Many students who are D/HH, including those with multiple disabilities (e.g., significant cognitive disabilities, Autism, etc.) benefit from tools and strategies which provide multiple means of representation, engagement, and action/expression (Supporting Success for Children with Hearing Loss, 2015). Katie Taylor (2020) with the PATINS Project provides more information on the implementation of UDL strategies from the perspective of Tony* a student who is D/HH for an article in the Odyssey magazine.
*Tony is a composite representing students who are deaf and hard of hearing the author has known.
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The least restrictive environment is sometimes impacted by the population size found in any district. A “critical mass” is integral to providing a language rich environment for students who are D/HH, but what is “critical mass?”
In an article from Hands & Voices, Cheryl DeConde Johnson and Janet DesGeorges (2014) assert, “The term ‘critical mass’ can be defined as the number of students in a classroom, program or school that share common communication modes and characteristics and that is sufficient to support direct interaction opportunities among peers and adults.” The article goes on to discuss a myriad of considerations impacting critical mass including: IDEA and national initiatives, age and student need, communication, geography, and families. In looking at the considerations for program development DeConde and DesGeorges address topics including program recommendations for urban and rural schools, districts, and state and national leaders for the promotion and support of programs where students have access to other children in a shared experience. The idea of critical mass importance further justifies the need for quality Florida Communication Plans.
Critical mass isn’t only reserved for students - teachers for students who are D/HH are often among the smallest subcategories of teachers, again due to the low incidence of the population whom they serve. Stefanie Kessen (2021) examines critical mass in the 21st century, in an article from Supporting Success for Children with Hearing Loss. Her suggestions for developing a strong PLN (professional learning network), either face-to-face or online, gives professionals ideas “for how [they] can access or create a professional critical mass, [and] help [them] build a stronger identity, access role models, enhance [their] self-esteem and a better concept of self.”
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Have a question for the panelists? Fill out a short form in advance!
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Silvana Villacreses is an itinerant teacher of the deaf/hard of hearing in Duval County Public Schools. She graduated from the University of North Florida in 2009. She has 10 years of experience teaching students who are D/HH.
Know an educator (e.g., teacher, SLP, interpreter, educational audiologist, paraprofessional) who is doing amazing things with students who are D/HH? Fill out this form to nominate someone or even yourself!
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You can read the interview with Silvana Villacreses, ToDHH in Duval County. RMTC-D/HH was interested in learning more about her experience as a ToDHH pertaining to Principle 6 of the Optimizing Outcomes Guidelines, “Least restrictive environment is student-based.”
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Expanded Skills Spotlight |
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Standard: SP.PK12.DH.6.4a Summarize knowledge of own individual educational plan (IEP), including assessment data, strengths, weaknesses, annual goals, objectives, special education and related services, and accommodations.
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Brief description of the lesson:
This is a culminating lesson from the Map It curriculum by the Described and Captioned Media Program (DCMP). In this lesson, students will explore the difference between short term goals in the IEP and long term goals related to post-secondary transition.
Have an idea or lesson plan for an Expanded Skills standard? Email your idea to RMTC-D/HH!
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Resources that are in the RMTC-D/HH Media and Materials Loan Library* that have relevance to the essential principle “Least restrictive environment (LRE) is student-based”:
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A is for Access: Creating Full & Effective Communication Access for Students who are D/HH (Catalog Number: 474) Butte Publications, 2005, 24 minutes. A is for Access provides essential information about the critical role of communication in the development of children who are deaf or hard of hearing. You will learn about the attributes of full effective communication, and how to create that environment for the diversely communicating student population. All common communication modalities are equitably represented on this DVD.
*Florida stakeholders can borrow these and many other resources from RMTC-D/HH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.
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Family Corner is a section for professionals that will address how they can help parents to be more involved and be more collaborative. This section will be from the perspective of a parent of a child who is deaf and has other disabilities and who also happens to be an educational professional. Depending on the topic, this section may deal with how to approach parents on the topic or help educators understand the parents’ perspectives.
Least Restrictive Environment is a critically important topic for families of children who are deaf and hard of hearing due to the impact it can have on both the child’s education and the child’s family. Hands and Voices has an article on their website that not only discusses placement, but ties the topic back to the third principle discussed in November 2020, "Families are critical partners."
Here is a snippet from the article:
When it comes to the considerations of educational placement for the deaf or hard of hearing child, (d/hh) parents become 'equal partners' in the process by knowing the law and understanding the communication needs of their child. From understanding the answers to basic questions such as 'Who decides where my child goes to school?'; to the more complex considerations of academics, communication access, and social considerations, getting to the 'right' educational placement for a student who is d/hh can be satisfactorily achieved when parents become meaningfully involved in the process.
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Janay Wright-Williams,
High School Student in
Duval County Public Schools
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February is Black History Month! Did you know a student who is D/HH in Duval County won second place for the Martin Luther King Jr.’s Tomorrow’s Leaders Award? Tomorrow’s Leaders is a component of the Martin Luther King Jr. Breakfast that looks to recognize and award youth in the community who are exemplifying the philosophies of Dr. King through leadership, community volunteerism, and civic responsibility. We are so proud of Janay Wright-Williams for her excellent essay! Read her inspiring essay about how she embraced her hearing loss and learned to love like Dr. King.
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Deaf actress Dawn Jani Birley has created a new online show for children. “I Am Puff” is a blend of live action and animation that is presented in both ASL and spoken English!
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You may have already seen the 2020 Odyssey issue, but did you know that there is a special extra article that was just released? You can read the Odyssey Extra article: “Fostering Inclusive Attitudes Toward a Deaf and Hard of Hearing Program in a Public School Setting” now! |
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- Bio Tech & Mechatronic Engineering Camp - June 13-26
- Summer Transition Program (STP) June 13- July 3
- Deaf CyberForce Camp (GenCyber) June 28-July2
- MarineLab Camp July 5-10
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Upcoming Events: Save the Date! |
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RMTC-D/HH provides Tech Notes as a free resource to teachers, professionals, and parents around the state in order to pass along potentially useful information and expand the knowledge and opportunities available to educators and families of children who have hearing loss. This email was funded by the Florida Department of Education Bureau of Exceptional Education and Student Services through federal assistance under the Individuals with Disabilities Act (IDEA), Part B funds. The information included does not reflect any specific endorsement by any parties involved. |
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#TechnologyTuesday: Latest in technology in regards to Deaf Education.
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#BehindTheScenesThursday: Memories of RMTC-D/HH events and exclusive “behind the scenes” captures of RMTC-D/HH’s goings-on
#FunFAQFriday: answers to frequently asked questions (FAQs) in the field of Deaf Education
#SpotlightSaturday: Lesson plans related to the Florida Expanded Skills Standards AND spotlighting different highly effective teachers and what they are doing in their teaching environment
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