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Least Restrictive Environment (LRE)

CPS students with disabilities have the right to a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) with appropriate access and participation in the general education setting to the maximum extent appropriate. 

Defining Least Restrictive Environment

The Individuals with Disabilities Education Act (IDEA) and Illinois School Code require that every eligible student who has a disability and is 3 through 22 years old (including the full school year of the student’s 22nd birthday, if it occurs during the regular school year) must receive a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) that is appropriate for the student.

LRE, often referred to as placement, is not the school/program location or the services themselves. Rather, LRE indicates an area on the district’s required continuum of placement options by which the student’s IEP can be implemented. The LRE is determined only after all of the goals, modifications, accommodations, Behavior Intervention Plan (BIP), and/or transition plan (when applicable) have been developed in the IEP and discussed in an IEP meeting. The LRE is based on the student’s unique needs and not on the student’s disability/disabilities.

LRE Continuum

The Least Restrictive Environment continuum includes seven educational settings. The settings are listed in order from the least restrictive (with the most students) to the most restrictive (with the fewest students.)

Least
Restrictive Environment
Most
General Education
Student fully participates in general education instruction alongside students with and without disabilities.
General Education with Supplementary Aids and Services
Student fully participates in general education instruction, alongside students with and without disabilities, delivered by a general education teacher and supplemental specially designed instruction by a special educator. (Participates up to 20% of the day outside of the general education classroom)
Resource Support in a Separate Class
Student participates in general education instruction and receives supplemental specially designed instruction delivered by a special education teacher either in the general education classroom or in another location with students with disabilities. (Participates less than 60% of the day outside of the general education classroom)
Instruction in a Separate Class
Student participates in a general education instruction and receives supplemental specially designed instruction delivered by a special education teacher in another classroom with students with disabilities. (Participates less than 100% of the day outside of the general education classroom)
Separate Day School
Student attends a separate school for students with disabilities only and receives specially designed instruction by a special education teacher and has limited to no access to general education and nondisabled peers.
Residential School
Student lives in a 24-hour care facility and special education services are delivered by a general education or special education teacher.
Homebound or Hospital
Student receives specialized instruction at home or in a hospital delivered by a general or special education teacher due to a medical condition certified by the attending physician.
Least
Time in General Education Classroom
Most

Types of LRE

Determining LRE

LRE placement is made based on the student’s individual needs and not their disability category. The IEP team looks at a student’s individual needs and determines the most appropriate and least restrictive setting in which they would benefit educationally. Even if the IEP team determines that a student with a disability should be placed in a separate class for a particular curricular area(s), they still must be integrated with non-disabled peers to the maximum extent appropriate and have access to the age/grade-appropriate general education curriculum and materials, even in the separate setting.

  • Red box with a x

    LRE Placement Decision Cannot be Based Solely On

    • Category of disability;
    • Severity of disability;
    • Behavior;
    • Language and communication needs;
    • Needed modifications to curriculum;
    • Configuration of the district’s service delivery system; or
    • Availability of space/location of educational and related services.
  • Green box with check

    Placement Decisions Must be Based On

    • The school’s ability to implement the student’s IEP; 
    • The school that is closest to the student’s residence; and 
    • An available seat in a school that can provide the supports and services documented in the student’s IEP.

Review of LRE

The IEP must be reviewed and revised as appropriate, but at a minimum of once a year. Guided by the IEP team (which includes the child’s parent/guardian), the whole child is considered and prioritized, encompassing academic strengths, social-emotional needs, communication capabilities, and self-care/independent function level. With careful review and consideration, the IEP team will make an individualized and informed decision.

As with all IEP decisions, LRE (including, but not limited to, CPS specialty schools) may not be determined prior to an IEP meeting or without parent/guardian input.

Disputing LRE Decisions

Your child's LRE is based on the services and supports outlined in their IEP. If your have questions or concerns about your child's LRE, please begin by contacting your child's case manager at their current school.

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