Least Restrictive Environment (Essay Sample)

LEAST RESTRICTIVE ENVIRONMENT
Students Name
Institution
Least Restrictive environment
Least Restrictive environment (LRE) is a part B of the Individuals with Disabilities Education act (IDEA). The act emphasises that all the children with disabilities who receive special education should learn in a very free environment, such that they spend most of their time with their peers who are not entitled to special education and any form of separation from their peers should occur only when the extent of the disability of the child interferes with the regular classes and the supplementary aids and supports.
For children with disabilities to feel safe and well included in a learning environment, different important types of information need to be gathered from the children with disabilities themselves or their guardians (Murdick et al 2013). This will help in making decision on how they can acquire supplementary aids and supports if any will be needed and physical structuring of the institutions buildings to be able to accommodate their weaknesses. Some of the basic information that ought to be obtained include: the type of disability the child has, the specific strengths and weaknesses of the kid, age, and the needs of the kid (Heward, 2009).
Considering a case study of a student named Tom. He is 16 years old. He is the only child, and lives with his mother and grandmother. Tom likes playing with his fellow kids at school most of whom he prefers most being the boys as he is somehow shy to the girls.
Tom is a very hardworking young boy when it comes to class work, as he really likes making his mother always proud of him; however, he has an expressive language disability and is a very poor speller. In the current learning session two of his learning units require written exams. Although Tom does very well in multiple choices units and short answer tests, he has been having a hard time finishing written exams at the required time which has been the cause of his failure in most of the previous exams. For assignment the teachers required that they submit printed work making it easier for him as he just required the use of word processor with grammar and spell checker options. Nonetheless, Tom has big trouble as a computer will not be allowed for his exams.
Some of the most applicable least restrictive environment for Tom is with the help of the teachers and Disability services office Tom is to be allocated an extension in time in each of the final written paper he undertakes in order to compensate the time he wastes as a result of his weakness of an expressive language disability (Crockett et al 2013).
Tom should also be allowed to go into an exam room with his hand-held spell checker and given first priority in the weekly school notetaking deal. These are some of the supplementary aids and supports that Tom ought to receive to be equal to his peers mostly when the results are released (Jahnukainen, 2015). On the other hand, teachers option of giving all the students equal training