Abstract
Ambiguity in the definition of the least restrictive environment (LRE) has caused inconsistency in its deliverance across educators. This causes discussion as to what the LRE is or where it should be. Through this autoethnography, I observed how a veteran, general education, kindergarten teacher enacts the LRE in her inclusive classroom. In order to do so, I observed the classroom teacher’s practices through a multitude of daily activities including circle time, English language arts instruction, workshops, recess, and math instruction. I recorded my observations through a series of handwritten, objective fieldwork notes that detail my observations in real time. I also detailed my accounts through a reflection that allowed for my personal feedback on the observations to be documented without forfeiting the validity of my observations in the fieldwork notes. In my autoethnography, I discuss how these practices either align or do not align with the Individuals with Disabilities Education Act. Furthermore, I discuss how the practices observed can be utilized to supplement my practices as a future educator.