“In general, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled. Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily."

​Clarifying LRE 

While the general education classroom is considered the least restrictive environment for many students, it is not automatically the most appropriate placement for every student who is blind or visually impaired.
Some students with visual impairments, particularly those with additional disabilities, may require:
  • Specialized instruction
  • Adapted curriculum
  • Assistive technology
  • Orientation and mobility training
  • Environmental modifications
  • Alternative placements such as:
    • A resource room specifically for students with visual impairments
    • A school for the blind
    • A specialized program in another district or facility
These options, while more restrictive in terms of physical separation from general education peers, may actually offer the most appropriate support for a student’s educational success and independence.

​Individualized Decision-Making

The IEP (Individualized Education Program) team is responsible for determining the most appropriate placement based on a thorough evaluation of the student’s unique needs, strengths, and learning style. There is no one-size-fits-all solution. 
“If a placement enhances a student's understanding of the world and creates an environment in which intended learning occurs, then it should be considered appropriate for the student. If a placement restricts a particular student's ability to learn, then it is inappropriate for that student, regardless of its value to other students.” -Foundations of Education for Blind and Visually Handicapped Children and Youth, 2nd Edition, Vol. 1, by Sandra Lewis and Carol B. Allman
This reinforces the principle that appropriateness, not location, defines the least restrictive environment.

Financial Responsibility and Placement

Under IDEA, if the IEP team determines that a private school or a state school for the blind is the most appropriate placement for a student, and the local public school cannot provide a comparable program, then the school district is responsible for covering the cost of tuition and transportation.  However, if the school district offers an appropriate placement and the parent unilaterally places the student in a private program, the district is not obligated to fund the placement or related expenses.

Resources for Further Guidance

To support decision-making regarding LRE and educational placement, the following resources are recommended:

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ECC Quick Screener
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ECC Service Delivery Decision Tool
Writing ECC PLAAFP Statements
Writing ECC PLAAFP Statements
ECC Roles at a Glance
ECC Roles at a Glance
IEP Goal Writing Formula
IEP Goal Writing Formula
ECC Instructional Planning Guide
ECC Instructional Planning Guide
ECC Annual Needs skill Bands
ECC Annual Needs skill Bands
All resources are designed for clarity, consistency, and immediate use in real IEP planning.

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Instructional articles on this site are open access and do not require an account. Free Members may access select free resources and goal banks. Downloadable printable resources, lesson plans, recorded presentations, and ECC instructional units are available to Premium Subscribers.

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Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
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Evelyn Jane Stories 
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