A practitioner is working with a child whose school has placed her on homebound instruction...

Systems competencies in the CFRP framework involve advocating for children’s educational rights. When a child is on homebound instruction and parents seek reintegration, the practitioner’s first step is to provide information to the parents regarding least restrictive environment (LRE) mandates, such as those under the Individuals with Disabilities Education Act (IDEA), empowering them to advocate effectively. The CFRP study guide notes, “To support parents seeking school reintegration, practitioners should first provide information on least restrictive environment mandates to guide advocacy for the child’s return to the classroom.” Scheduling a meeting (option A) may follow but is not the first step. Finding alternative placement (option C) or directly approaching the school (option D) bypasses empowering the parents.

CFRP Study Guide (Section on Systems Competencies): “When parents seek reintegration of a child from homebound instruction, practitioners should first provide information on least restrictive environment mandates to support informed advocacy.”