It is known that special needschildren, when in school, have to be in the least restrictive environment, andthat can be a wide variety of settings. The settings go all the way from ageneral eduaction classroom with services to homebound, depending on thestudent(Wilson, 2011, 7). Students should have, and do have, the right to beeduacted to their greatest extent possible, and these environments have a lotto do with the depth and preparation of the students eduactionally and sociallyafter they have finished with school.
Inorder of least restrictive environments to the most, we will start with ageneral eduaction classroom. The special needs students that are in thisenvironment are those who receive the majority of their eduaction in thatactual classroom and receive some special eduaction services in pull outsessions (Wilson, 2011, 8). The student here is likely to receive some sort ofsupport, accommidations, or modifications in the classroom. While being capableto be in the classroom and learn effectively, they could still possibly, butnot always, need a little help.
The next least restrictive is consultantteacher services. This is when the special needs student is provided withdirect and indirect services while attending regualr general eduactionclasses(Wilson, 2011, 8). This could be something as big as individualizedinstruction. But it could just as well be as small as an assit to help thestudent learn from a different method than the original way something wastaught to them. Integratedco-teaching is the next least restrictive environment for students. It is somethingthat provides specially designed instruction to a group of students; this is agroup of students that includes those students with special needs and thosewithout(Wilson, 2011, 8). The pairing of a general eduaction teaching alongwith a special education teacher to both provide instruction to the class soall the students in that classroom are met. The fourth least restrictive is aresource room.
A resource room is a room that is provided outside of a generaleduaction classroom, and its purpose is to provide support and remediate thestudent with special needs(Wilson, 2011, 8). The resource room is somewhere thespecial needs student can get specialized instruction to them or assistancewith things such as homework. Continuingdown the line would be separate classrooms for special needs students.
Theseclassrooms just contain special eduaction and those services outside a generaleduaction classroom(Wilson, 2011, 8). The students in here are those who have amore severe disability that inhibits them from being integrated in with ageneral eduaction classroom. On the next tier of environments would be aseparate school altogether. This is much like the classrooms but the studentsare transported to a separate day school(Wilson, 2011, 8). These schools aredesigned and have resources for students with further needs. Thenext least restrictive would be a residential facility. These facilitiesinclude students who receive their education either in a public or a privatefacility(Wilson, 2011, 8) In these facilities students can get the eduactionthey need in the way they need. Soemtimes a more private and reservedenvironment with other students who are like them is the only way they canlearn.
The final, most restrictive environment for a student would be eitherhomebound or hostpital bound. This environment is for students who are receivingspecial education in the hospital or homebound programs. In these last twoenvironments, less than one percent of surveyed special needs students of ages sixto twenty-one year olds were served there(Wilson, 2011, 8).
Thesettings of these environments are where students do their greatest in learningthe skills for eduaction and for life. All of the environments are helpful tostudents in their own unique way because that’s how each child is, unique intheir own way. Whether their area is the most or the least restrictive, eachchild can learn effectiently and effectively.