Placement, Services, and Least Restrictive Environment (LRE)

Where Learning Happens: Least Restrictive Environment (LRE) and Placement

Every student who qualifies for special education services is entitled to receive their education in the Least Restrictive Environment (LRE). That means your child should learn, whenever possible, alongside their peers without disabilities—with appropriate supports in place.

This right is protected by both federal and Connecticut state law.

What Is the Least Restrictive Environment (LRE)?

The LRE is the setting where your child can make meaningful educational progress with the support of accommodations and services, while being included with non-disabled students as much as possible.

Students are only placed in more specialized settings—such as self-contained classrooms or out-of-district programs—when learning in a general education environment is not possible, even with support.

A Range of Placement Options

Westport Public Schools offers a continuum of placement options to meet the individual needs of each student. These include:

General education classrooms (with or without supports),
Resource Rooms (small group instruction with special education staff),
Special education classes (content area classes taught by special educators),
In-district specialized programs (e.g. Intensive Resource Program, Effective School Solutions, Westport Connections Transition Program),
Specialized schools (state-approved special education schools),
Homebound or Hospital instruction,

The Planning and Placement Team (PPT) considers your child’s strengths and challenges and determines the most appropriate setting for each service in the IEP, always starting with the general education environment.

LRE for Preschool Children

For children ages 3 to 5, the same LRE principles apply:

The PPT first considers placement in general education early childhood classrooms with peers who do not have IEPs.
These settings must have at least a 50-50 balance of children with and without disabilities.
Settings with more than 50% of children on IEPs are considered special education environments.

The PPT looks at where your child’s goals and developmental needs can be met with the appropriate supports and services.

How Placement Decisions Are Made

Your child’s placement is decided by the PPT at least once per year, based on:

The student’s unique needs and current levels of performance,
What supports and services are required,
The settings in which your child can succeed with their peers,
Any potential negative effects of the placement (e.g., isolation or loss of services).

Unless your child’s IEP requires something different, they will attend the same school they would go to if they didn’t have a disability. Participation in lunch, recess, and extracurriculars is expected unless there’s a specific reason noted in the IEP.

Private Special Education Programs

If your child’s needs cannot be met within the district:

The PPT will identify a private special education school that can provide the services outlined in the IEP.
A representative from the private program will participate in the PPT meeting.
Your child will maintain all rights and protections under special education law, and the District will continue to oversee the delivery of services.

How Time with Nondisabled Peers Is Calculated

This is called Time with Nondisabled Peers (TWNDP), and it refers to how much of the school day your child spends learning or participating with students without disabilities.

The District includes:

Time spent in general education classes, taught by certified general education teachers,
Co-taught classrooms (with both general and special educators) where at least 50% of students do not have disabilities,
Social times like lunch, recess, hallway transitions, and study hall, unless your child is in a separate setting.

If your child is removed from the general education environment for more than 60% of the school day, the PPT must complete an LRE Checklist (ED632) and attach it to the IEP.

LRE in Work-Based or Community Settings

For students in work-based learning programs or community-based instruction, the PPT still considers whether:

The setting includes both disabled and non-disabled individuals,
The placement reflects a real-world job or learning opportunity available to all students—not just those in special education,
The experience is inclusive and interactive with the broader community.

Parental Rights

Any time the PPT proposes or refuses to change your child’s placement, you will receive a Prior Written Notice (PWN) explaining the decision and your rights.

Summary

Westport Public Schools is committed to making sure that students with disabilities:

Learn and grow alongside their peers, whenever possible,
Receive services in the least restrictive setting, and
Have individualized placement decisions based on their needs—not their disability label.

If you have questions about your child’s placement or the LRE process, your school’s special education team is here to help.

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