Placement & Least Restrictive Environment (LRE)

LRE means a child’s placement is based on the individual IEP and the full continuum of options— not preset rules or convenience. Teams start with the child’s needs, write services and supports, and then determine placement that enables meaningful progress. (Educational info, not legal advice.)

What the law requires (plain English)

• Individualization & continuum: Placement flows from the IEP and must consider the full continuum (general ed with supports → special classes → special schools/residential if appropriate).
• Meaningful parent participation: Parents are required team members; their input and data must be considered.
• Data-driven decisions: Evaluations and present levels guide goals, services, supports, and—only then—placement.
• Least Restrictive Environment: Educate with nondisabled peers to the maximum extent appropriate, using supplementary aids/services before moving to more restrictive settings. However, LRE is individualized—for some students, the appropriate placement may be a specialized class or school with primarily disabled peers if that setting best meets their needs and enables meaningful progress.
• Prior Written Notice (PWN): When the district proposes or refuses to change identification, evaluation, placement, or provision of FAPE, it must explain what, why, the data relied on, options considered/rejected, and other relevant factors.
• Related services & access: If a service (including transportation) is needed for the child to benefit from special education, it should be addressed in the IEP.

Common red flags (possible LRE problems)

• “We don’t do that here,” or “We’ve already decided,” before discussing the child’s data.
• A draft IEP/services/placement is treated as final and the team won’t consider alternatives.
• Placement is based on availability, distance, or policy rather than individualized needs.
• Requests for supports/services are rejected without data-based reasons.
• PWN is missing key elements: what/why, data, options considered, or other factors.

What good LRE decision-making looks like

1. Start with needs: Define present levels, goals, supports, and services first; derive placement from the IEP.
2. Consider the whole continuum: Describe which options were considered and why each was accepted or rejected.
3. Try supports before moving settings: Supplementary aids/services should be seriously considered in general education where appropriate.
4. Document clearly: Meeting notes and the PWN should reflect the data and the options reviewed.
5. Include access enablers: Address any related services (e.g., transportation) needed for the child to benefit from the program.

Parent action checklist

• ☑ Ask the team to review the full continuum and explain why each option is or isn’t appropriate right now.
• ☑ Request the specific data supporting the proposed placement and services.
• ☑ Ensure the team considered supplementary aids/services before moving to more restrictive settings.
• ☑ Request a compliant PWN that includes what/why, data, options considered/rejected, and other relevant factors.
• ☑ Follow up in writing after the meeting summarizing what was discussed and any next steps.

Copy-ready email to request LRE compliance