The location of the services provided, including a statement about whether they are provided in the natural environment and justification if they are not provided in such an environment, are part of the IFSP.

A natural environment for purposes of the IFSP is a setting in which the chronological-age peers of the child—children without disabilities—participate, not one in which only children with an IFSP are present.

In most cases, the services and goals outlined in an IEP can be provided in a standard school environment. This can be done in the regular classroom (for example, a reading teacher helping a small group of children who need extra assistance while the other kids in the class work on reading with the regular teacher) or in a special resource room in the regular school. The resource room can serve a group of kids with similar needs who are brought together for help.

However, kids who need intense intervention may be taught in a special school environment. These classes have fewer students per teacher, allowing for more individualized attention.

In addition, the teacher usually has specific training in helping kids with special educational needs. The children spend most of their day in a special classroom and join the regular classes for nonacademic activities (like music and gym) or in academic activities in which they don’t need extra help.

Because the goal of IDEA is to ensure that each child is educated in the least restrictive environment possible, effort is made to help kids stay in a regular classroom. However, when needs are best met in a special class, then kids might be placed in one (Kids Health).