In determining the least restrictive environment (LRE) for a student with muscular dystrophy and a specific learning disability, which service should be considered first?

The least restrictive environment (LRE) for a student with muscular dystrophy and a specific learning disability prioritizes inclusion and the opportunity for the student to learn alongside their peers in the general education setting. By considering the general education classroom with push-in services first, educators emphasize the importance of integrating students with disabilities into environments where they can benefit from interactions with their peers and access to the general curriculum.

Push-in services, where special education professionals provide support within the general education classroom, enhance the learning experience by ensuring that the student receives the necessary accommodations and modifications without being removed from the general educational environment. This approach helps in fostering social interactions, building relationships, and promoting a sense of belonging, which can be crucial for a student’s emotional and social development.

In this context, other options such as separate special education classrooms, home-based instruction, or self-contained settings may be considered more restrictive and are typically reserved for cases where the student's needs cannot be met in the general education environment. Therefore, starting with the general education classroom with support aligns with the principles of inclusion and the guiding philosophy behind LRE.