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Learning

The least restrictive learning environment

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The least restrictive learning environment

The rationale for the above interventions is that the student has low language and math learning capabilities. This implies that she needs an intervention on these areas if his performance is to be enhanced. Equally, she is asthmatic and there is a need for her to stay in areas that are devoid of any triggers. The move will enhance her overall health and learning in school as well as at home. The accommodations will ensure that the student has a good approach to learning. While the accommodations will not alter instructions, it is evident that they will facilitate learning (Epler-Brooks, 2019, p.52). The child should be provided with least restrictive learning environment. Such an environment will offer the student the opportunity to integrate with the rest of the students in school significantly boosting her learning outcomes (Wright, & Wright, 2014, p.88). She will also feel part of her peers and hence enhance her morale and motivation to learn. Accommodations ensure that although involved in the same learning environment as the rest of the students, such students are empowered to learn.

The least restrictive learning environment is important to a child. The least restrictive environment is not a place but rather, it is a principle that guides the child learning processes. According to IDEA, the child should be allowed top interact with other kids as it enhances their development of social skills. The adoption of special classes and the removal of such children from the general learning environment should only be done when the child ahs disability that makes it hard to cope with other students in the school. Supplementary services should be provided to students with some disabilities as opposed to withdrawing the m altogether from the larger student population as this would make them feel discriminated. The least restrictive environment should facilitate mainstreaming as well as inclusion. Mainstreaming refers to having the child with disabilities learn in the mainstream classroom. An inclusion classroom refers to the general education. Nevertheless, such children should receive extra support in the general classroom environment. Partial mainstreaming may be done among children with far reaching disability, ensuring that they also have extra time where their learning process may be enhanced as compared to the general population, increasing their ability to learn.

According to Wright, & Wright (2014), students with specific learning disabilities forms the largest population in IDEA. Those with language problems are able to read properly if the right intervention is conducted a before the age of nine. After the age of nine, it becomes difficult for the students to learn language. The school speech pathologists thus need to evaluate the children and identify those with language learning processes thus facilitating timely interventions. The child should simultaneously receive the individualized needs while they are still in the individualized classroom. From the above template, it is also evident that the success of student with disabilities in learning is dependent on the extent to which they are provided with the right support, adaptations and accommodations. Such accommodations ensure that the student is paid extra attention ensuring that they catch up with other students in the classroom.

 

 

 

 

 

 

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