Determining the Least Restrictive Environment for Students with Learning Disabilities

Date of Award

Spring 5-7-2026

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Keri DeSutter

Keywords

least restrictive environment, learning disabilities, intensive intervention, special education, specially designed instruction

Abstract

When designing Specially Designed Instruction for students with disabilities, IEP teams have the responsibility to ensure that students are learning alongside non-disabled peers to the greatest extent possible in the least restrictive environment. The purpose of this study is to consider the research on best practice for students with learning disabilities, examine the legal implications for placement decisions, and question current teams on other factors they use to determine the least restrictive environment for individual students in order to best close achievement gaps, provide specifically designed instruction, and provide access to the general curriculum.  A literature review on effective instruction for students with learning disabilities concluded that all students benefit from inclusion in the Tier 1 setting, but that LD students need intensive intervention in a 1:1 or small group setting in order to close achievement gaps. A close look at IDEA and past litigation show that teams must consider the general setting first and should only remove the student from that setting if there is evidence of inappropriateness or progress cannot be achieved in that setting. A survey of special educators concluded that teams consider the cognitive functioning, severity of the achievement gap, and ability to attend to tasks when determining appropriateness of the environment. IEP teams are challenged to consider the general education setting first for students with learning disabilities and provide specially designed instruction that includes intensive intervention that can actually impact student success.

Abstract only: No full text available.

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