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Effects of LRE

Page history last edited by Laura Nommensen 14 years, 11 months ago


            In order for a student’s least restrictive environment (LRE) to be met, many families and professionals are choosing to place students in public schools rather than residential schools for the deaf. The current emphasis in educating deaf students is on inclusion and mainstreaming, not schools for the deaf. Because of this, many state schools have to close their doors.

            Residential schools across the country are trying to fight back. They advocate that many deaf students cannot receive a free appropriate public education (FAPE) in the general education classroom and their true LRE is indeed at a residential school for the deaf. However, residential schools are still educating about 40% of deaf students. This is a smaller percentage than before LRE was established.

           It has been argued that parents and professionals are presuming that a child’s LRE is the regular education classroom without taking into account the large continuum of placements that are available to every deaf child. These individuals must not be closed-minded about the educational placement of their child, for it is only after a complete individualized education plan (IEP) has been written that the LRE can be determined. If this takes place, more students may be placed in residential schools for the deaf settings.




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Moores, D. F. (2009). Residential schools for the deaf and academic placement

     past, present, and future [Editorial]. American Annals of the Deaf, 154(1),

     3-4. Retrieved from http://muse.jhu.edu.ezproxy.lib.utexas.edu/journals/


Moores, D. F., Cerney, B., & Garcia, M. (1990). School placement and least

     restrictive environment. In D. F. Moores & K. P. Meadow-Orlans,

     Educational and developmental aspects of deafness (Illustrated ed., pp.

     115-136). Gallaudet University Press. Retrieved from





Educational Issues of Deaf Students

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