Assessment Results and LRE Continuum

Based on the evaluation, the most appropriate placement (LRE) for Henry would be in a
general education classroom. Henry has a learning disability, dyslexia to be specific. Under
IDEA, henry is entitled to be educated in the Least Restrictive Environment. In this case, a
general education classroom is an ideal environment for Henry. According to Marx et al. (2014),
children with disabilities such as Henry, should be placed in an educational setting and be
educated to the maximum degree appropriate with their peers who do not have any disability.
Thus, Henry could do well in a general education classroom, where he sits for half a day and
then spends the other half-day at a resource classroom.
Henry can do well in a general education classroom because he does well in other
subjects that do not require a lot of writing. For instance, based on his report, he does not require
any intervention in mathematics. According to the parent, he does well in the area. However, Mr
Franklin observed that he had received Tier 1 interventions. These interventions are given to
students who are lest likely to fall behind. Therefore, he can learn well in a regular classroom
with his peers who do not have any disability or those with a disability similar to his. Henry will
require certain accommodations. For instance, Mr Franklin should keep instructions short. This
will enable Henry to understand the instructions and answer the asked questions. Since he
struggles with decoding, keeping the instructions short will help him. Also, he cannot process a
lot of information. Therefore, when giving him directions, Mr Franklin should ensure that he
does so one step at a time. Also, giving Henry more time during tests will help him. Other
accommodations include arranging worksheet problems from the easiest to the most complex.
All these are accommodations that will help Henry fit better in a regular classroom.

However, he requires intervention in spelling, writing and reading. In the report, Mr
Franklin states that he has received Tier 1,2, and 3 interventions in these areas. Thus, although he
does not struggle in math, he struggles in reading, writing and spelling. He thus requires
additional and special education, which can be provided in a resource classroom. The special
education teacher will help Henry with decoding. He will also be assisted with reading because
fluency in reading affects a student’s ability to decode and comprehend a passage or questions.
Based on the report, Henry is more of an auditory learner. Thus, he can have assistive technology
where he gets books in an audio version. He says that his mom likes taking him to the library,
and he finds it difficult to get a book that he can understand. As such, he ends up checking out a
movie or a CD instead. Henry is interested in learning, but he has difficulties reading. If he gets
more books in an audio version, he will do better. Besides, having books in an audio version will
help him in fluency. He will know how work is pronounced, and he can even practice
independently. Henry’s report shows that he is interested in making progress. He keeps asking
his assessor on whether he did a good job after every assessment. Thus, with the right support,
Henry can do well.

References

Marx, T. A., Hart, J. L., Nelson, L., Love, J., Baxter, C. M., Gartin, B., & Schaefer Whitby, P. J.
(2014). Guiding IEP teams on meeting the least restrictive environment
mandate. Intervention in School and Clinic, 50(1), 45–50.
https://doi.org/10.1177/1053451214532345