Least Restrictive Environment (Essay Sample)

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Least Restrictive Environment
Tuckman et al. states that learning restrictive environment is one of the principles that guide the individuals with disabilities act in the USA (23). The schools are required to provide an environment that is friendly to individuals with a disability. The law requires that the disabled individuals to be given education statuses that are equal to other individuals without disability. The schools are required to provide the Free Appropriate Public Education (FAPE). The individuals with particular needs should be accorded access to the curriculum the other individuals without the disabilities can access. Therefore, I suggest that this is a favorable requirement by law to provide equality in the education system through the LRE. The system of education, therefore, should uphold to it and promote it entirely.
The LRE ensures that there is cohesion between the disabled and the normal students. The isolation of the disabled students is lifted, and this fosters their equal academic excellence. Parents, administrators, and teachers discuss about this issue as a supportive and a placement option for students with disabilities. The students are provided with material aids that help in their acquisition of their educational goals. The Vermont law stipulates that students with disabilities have a right to be involved in the general academic program. In Act 117 of the Vermont law, there is a need to strengthen the education systems to meet educational requirements of all Vermont students (Tuckmann et al. 26). It examines the capacity statewide and consistency in the provision of education to students with disability. Therefore, it is clear that these students require a higher accountability than the environment portrays them.
Secondly, there is the need to enhance a comprehensive system in the education systems in order to harmonize the persons with disability. Schools are set up and provided with regulations to enhance the provision of their services to individuals with a disability. Facilities such as braille machines, ramps on storied buildings, social facilities for such students, and other behavioral support mechanisms are undertaken. The students are given an ease in handling their disabilities comfortably, without leaving the whole burden to the parents. According to the Vermont law, section 504, regarding the rehabilitation of the 1973 act, the students are to be provided with a learning, working, and social accommodation in the institution. Availability of ramps is necessary for students on the wheel chairs to allow them access to the buildings or classes. There may be provision of sports equipment such as balls and tennis wheelchairs to enhance their interaction socially. Therefore, this regulation will allow for various activity enforcement and harmonization with students with disability (Turkington, et al. 32). Their access to these facilities is thus enhanced.
According to Tuckman et al, there is also a need to improve funding to individuals with exceptional needs. According to individuals with disability education act, there is need to make the federal financial entitlement to the students with particular needs (page 7). The students are offered free public education and are given the individualized education plans. This can also be extended to the toddlers who are disabled and their families. This enhances the support required for the students since they have more requirements to sustain their conditions. The students are given support such as books, school fees, and other contingencies. They also should get support in the acquisition of requirements such as braille machines for the blind, the wheel chairs for the physically disabled and other enhancers for the deaf. This makes them free to move around and comfortable in their education realization. It may also relieve the parents of other burdens, and thus increased confidence to associate with the normal students.
Tuckman et al. states that LRE allows for satisfaction of the student in the education system. These are evaluated repeatedly to determine the suitability of the system of education to the student with disability (page 71). The schools are required to foster the continuum of alternative placements by the Vermont laws. This ensures the realization of the children needs in terms of education and, therefore, the need for evaluation. This may be undertaken as instructions in regular classes, specific school settings, and home based instructions. This ensures that the student is provided with the appropriate environment that is essential in strengthening them both academically and mentally. They should not feel alienated and stigmatized, but they should get the appropriate service required. This may be done by interviewing the student in person to avert any prejudgments that other people might get predisposed to naturally (Turkington et al, 32). The law also requires that the monitoring is done with relevance to the unique requirements of the child. Therefore, this ...