My Interpretation Of Least Restrictive Environment

The basis for my philosophy of education is that all students can learn.

Based on my education, training, and more importantly; experiences as a special education teacher, I believe that all students can learn in their least restrictive environment. Based on experience, I learned very early in my teaching career that my interpretation of Least Restrictive Environment varies greatly from each sect of internal publics that I interact with on a daily basis. In short, I simply believe that all students belong and therefore should be able to participate alongside their “non-disabled” peers. To that point, learning and belonging can coincide with necessary support and individualized attention. It is the necessary support and individualized attention, by all accounts thought to now be a 20th century problem, continues to rear its ugly head in the 21st century; and ultimately embedded in philosophies of education. The perception of special education teachers is that we “coddle” students with disabilities or that we do not do anything, or, “I couldn’t do what you do,” followed by, “I don’t have the patience.” All of which

Thus, allowing children with one or more, of the 14 listed areas of disabilities, to gain access to the general education curriculum by way of their least restrictive environment. I have worked tirelessly alongside administration and regular education teachers to include students with disabilities in the general education curriculum with appropriate supports by way of accommodations and modifications. The mentality has been, “if they can’t keep up, they shouldn’t be here.” Having to discuss with teaching styles with teachers who have been teaching for 25 or more years, was awkward and challenging; but it was not