Early Childhood Least Restrictive Environments

Throughout Wisconsin, options are expanding for young children with disabilities. Professionals working with 3 through 5 year old children with disabilities are finding innovative ways to provide a continuum of service options for these children. The goal is to provide integrated learning activities and environments for young children with disabilities and to provide these experiences in the least restrictive environment.

The search for an expanded continuum of services has been driven by sound educational practice as well as the legal requirements of the Individuals with Disabilities Education Act (IDEA). IDEA addresses least restrictive environment (LRE) in terms of the removal of a child from regular education and has evolved into a practice that is best described as a continuum of service. The need for a continuum of services is further reinforced by the recent educational reform movements associated with America 2000; it's learning readiness goals and by the movement toward developmentally appropriate practices.

These movements recognize that all children vary in their backgrounds, abilities and interest. Therefore, when children are grouped together for educational or child care purposes, their classroom is diverse with a wide range of skills and needs. For such a diverse group to benefit the curriculum must be developmentally individualized for each child. The continuum of service options is designed to provide an educational experience relevant to the children's differences while providing each child and teacher with the resources and supports needed to make the placement successful. In early childhood special education this continuum of service may vary from a self-contained class that shares time with a kindergarten program to the provision of special education services through an itinerant model in the child's regular day care center or Head Start program.

School districts across Wisconsin are working to improve the continuum of options for young children. Many districts are in the planning process and are working in conjunction with community coordinating groups. These groups are involved in taking stock of their their community resources, identifying duplication, gaps in services and planning ways to provide a coordinated continuum of services, and creating new ways of doing business.

Many school districts began by providing opportunities for integration within their existing school systems. Students in Early Childhood: Exceptional Educational Needs (EC:EEN) classrooms may have participated in activities, field trips and special events with regular education programs. Soon placement options were being expanded to include support for preschoolers with exceptional educational needs in Chapter One preschool programs, 4 year old kindergartens, or 5 year old kindergartens.

Soon the itinerant model was utilized when children with disabilities were enrolled in public community child care or Head Start programs. In the itinerant model, the school EC:EEN teacher or therapist works with the child in the child's community programs. Using the IEP for guidance the itinerant teacher or therapist not only works directly with the child but also works with the child care teacher in the development of activities and educational objectives. In this model, the itinerant teacher or therapist constantly focuses on the needs of the target child without "pulling the child out" for isolated instruction.

Several progressive districts are working to change the community system for the delivery of service. These districts promote inclusion as they create co-located early childhood centers that can meet the varying needs of all children and families. These models can be school based or community based. For example a school based early childhood center may operate in one building and include all school programs for young children such as; EC:EEN, Chapter One preschool, 4 and 5 year old kindergartens, 1st - 3rd grade, and/or school age mothers programs. These buildings may open their doors to additionally house Head Start and/or rent space to community child care programs. An example of a co-located community based early childhood center finds the school EC:EEN program located in space rented in a community child care center. The EC:EEN teachers and related staff are housed within these buildings ensuring many opportunities for integration and the coordination of EC:EEN services as an integral part of the child's daily educational/care experience.

The benefits of expanding the service options for young children with disabilities is clear for all children, families and service providers alike. Children with disabilities, as well as children without disabilities benefit educationally. Integration opportunities provide children with disabilities age-appropriate peer models which stimulates their development and learning. Children without disabilities demonstrate more positive attitudes toward disabilities after being involved in integrated opportunities. Families benefit as transitions, transportation and needed coordination are reduced. Service providers benefit from reduction in duplication of services and sharing of resources.

For further information on expanding service options for young children with disabilities contact:

Mary Peters, Exceptional Education Needs Consultant, 608 267-9172

Jill Haglund , Early Intervention Specialist, 608 267-9625.

For questions about this information, contact Jill A. Haglund (608) 267-9625

Last updated on 2/25/2008 9:07:50 AM