BNCHMARK_Due_process.docx Assignment: Due Process Case Study Grand Canyon University The Least restrictive environment, or LRE, is a vital component in the development of a childs IEP. It plays a crucial role with
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BNCHMARK_Due_process.docx Assignment: Due Process Case Study Grand Canyon University The Least restrictive environment, or LRE, is a vital component in the development of a childs IEP. It plays a crucial role with the influence of where a child is placed and spends his or her time at school, the allocation of services provided, and relationships the child develops within the school/community. A foundational element in building an appropriate IEP, the Least Restrictive Environment improve outcomes for a child whether in school and in daily life (Parent Center Hub, 2017). The IDEAs LRE provisions found at §§300.114 through 300.117 entails one of the core provisions which states, “Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily†[§300.114(a)] (Parent Center Hub, 2017). Given the information from the case study of Stephen, this case has now reached the level of a due process hearing, this is seen due to Stephens parents and staff of his inclusive classroom are not in agreement of their child being pull from the inclusive setting though informed of his maladaptive and aggressive behavior towards others, “Stephens parents do not want him to be pulled out of the inclusion classroom even though other students are being hurt†(GCU, 2018.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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