be put on trial. Parents have the option of refusing Special Education services for their child if they choose. Under IDEA, students with disabilities are entitled to receive special education services through their local school district from age 3 to age 18 or 21. To receive special education services, a student must demonstrate a disability in one of 13 specific categories, including autism, developmental disability, specific learning disability, intellectual impairment, emotional and/or behavioral disability, intellectual disability, speech and language disability, deaf-blind, visual impairment, hearing impairment, orthopedic or physical impairment, other health impaired (including attention deficit disorder), multiple disabilities and traumatic brain injury. Depending on the students' individual needs, they may be included, mainstreamed, or placed in a special school, and/or may receive many specialized services in separate classrooms. In addition to academic goals, the goals documented in the IEP may address self-care, social skills, physical, speech, and vocational training. The program placement is an integral part of the process and typically takes place during the IEP meeting. Free Appropriate Public Education (FAPE) A Free Appropriate Public Education means special education and related services that: Are provided at public expense, under public supervision and direction, and without charge, Meet state requirements and the requirements of federal regulations Include an appropriate preschool, elementary school, or secondary school education in the State involved, and Comply with a lawful Individual/Individualized Education Program See 34 CFR 300.17 Least restrictive environment The least restrictive environment is defined as "educating students with disabilities to the maximum extent appropriate with students without disabilities. It specifies that the removal of learners from the general education environment may occur only when the nature or severity of the student's disability precludes satisfactory instruction in general education classes, even with supplementary aids and services. The least restrictive environment (LRE) mandate requires that all students in special education be educated with typical peers to the greatest extent possible, while still providing FAPE. The LRE requirement is intended to prevent unnecessary segregation of students with disabilities and is based on Congress' finding students with disabilities tend to have more success when they remain with or have access to typical peers. More students with disabilities are being educated in regular education classrooms. Up to 95% of students with disabilities spend at least part of their day in regular education classrooms 64% of Special Education students spend their day in a regular classroom.[4]. Although students should