Least Restrictive Environment: A Response to Decker

1993 ◽  
Vol 10 (1) ◽  
pp. 8-9 ◽  
Author(s):  
Stephen A. Butterfield
Keyword(s):  
Public School ◽  
Physical Education ◽  
Least Restrictive Environment ◽  
Deaf Children ◽  
Residential School ◽  
Social Emotional ◽  
School Placement ◽  
Restrictive Environment

Decker contends that deaf children should be educated in regular public school classrooms. In response, it is argued that due to their unique social/emotional/cultural needs, some deaf children benefit from residential school placement–particularly in physical education. Use of the term deaf is also discussed.

Physical Education and Sport for the Deaf: Rethinking the Least Restrictive Environment

1991 ◽  
Vol 8 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Stephen A. Butterfield
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Deaf Education ◽  
Least Restrictive Environment ◽  
Residential Schools ◽  
Deaf Children ◽  
Educational Placement ◽  
Language Needs ◽  
Restrictive Environment ◽  
Placement Option

Efforts to include children with disabilities in mainstream settings often raise questions as to what constitutes “least restrictive.” This paper addresses educational placement of deaf children, especially as it pertains to physical education and sport. Many leaders in deaf education hold that placement of deaf children in public schools often occurs without regard to their socioemotional/cultural/language needs. This paper provides a rationale for the residential school as a viable and legitimate placement option for deaf children. Also included in the paper is a brief historical overview of deaf education including the contributions of residential schools to deaf sport and deaf culture.

Physical Education Least Restrictive Environment Continua Used in the United States

1995 ◽  
Vol 12 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Jim Decker ◽  
Paul Jansma
Keyword(s):  
United States ◽  
Physical Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
The United States ◽  
Geographic Region ◽  
Adapted Physical Education ◽  
School Year ◽  
Regular Class ◽  
Restrictive Environment

For over 15 years it has been public policy to educate students with disabilities, to the maximum extent possible, in the least restrictive environment (LRE) alongside their peers without disabilities. However, scarce empirical data exist documenting nationwide efforts to comply with the LRE mandate. The purpose of this study was to determine what types of LRE continua are in use in physical education throughout the United States. Subjects were physical education personnel in 452 schools throughout the United States. Data were collected regarding the usage of physical education LRE placement continua across enrollment level, grade range, metro status, and geographic region. Results indicate that while numerous (N = 26) physical education LRE continua were used during the 1988-89 school year, in most cases students with disabilities received physical education in a regular class setting with little or no access to adapted physical education. These results indicate that the utility of traditional physical education LRE placement continua may be suspect.

Getting on with the Education of Handicapped Children: A Policy of Partnership

1982 ◽  
Vol 49 (3) ◽  
pp. 208-212 ◽  
Author(s):  
Janet W. Bajan ◽  
Phyllis L. Susser
Keyword(s):  
Public Policy ◽  
Public School ◽  
Private Sector ◽  
Least Restrictive Environment ◽  
Handicapped Children ◽  
Local District ◽  
State Education ◽  
Standards And Regulations ◽  
Adequate Provision ◽  
Restrictive Environment

The state education agency's failure to formulate a clear, consistent public policy regarding use of private schools that serve handicapped children has created problems. Examples of these problems are cited as they affect children—misinterpretation of the term “least restrictive environment,” delays in recommendations for placement, lack of adequate provision of transportation for privately funded children—and as they affect the schools themselves—comparison with public school standards (teacher certification, etc.), local district versus state programmatic and fiscal guidelines, and remedy for public school “misdiagnosis.” A policy which acknowledges the private sector as a level on the educational continuum of services and which produces a uniform set of standards and regulations is suggested.

Revisiting the Narrative about Least Restrictive Environment in Physical Education

Quest ◽  
2019 ◽  
Vol 72 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Wesley J. Wilson ◽  
Justin Anthony Haegele ◽  
Luke E. Kelly
Keyword(s):  
Physical Education ◽  
Least Restrictive Environment ◽  
Restrictive Environment

Teaching Individualized Sexuality Education to a Young Boy With Autism Spectrum Disorder in the Least Restrictive Environment

2020 ◽  
pp. 55-78
Author(s):  
Laura J. Albee
Keyword(s):  
Public School ◽  
Sexuality Education ◽  
Interdisciplinary Collaboration ◽  
School Setting ◽  
Least Restrictive Environment ◽  
Autism Spectrum ◽  
Problematic Behaviors ◽  
Restrictive Environment ◽  
Time Lead

Students on the autism spectrum who exhibit sexually problematic behaviors in a public school setting are often misunderstood, and over time lead restrictive, isolated, and lonely lives removed from their peers. How can we best address sexually problematic behaviors with students on the spectrum, while upholding the lesser restrictive tenets revered by public education? Unfortunately, without fully understanding the significance their anomalous behaviors serve, students on the spectrum are typically fast-tracked to out-of-district placements. The purpose of this chapter is to present a case study that illuminates the complexities of addressing autism, sexuality, and education in a public school setting. This case will provide a summary of the assessment and programmatic design process, using targeted and evidenced-informed interventions specific to autism. Finally, this case will stress the importance of interdisciplinary collaboration, including parent partnership for promoting positive outcomes within the less restrictive environment.

On a Distinction, between the Education of the Severely and Profoundly Handicapped and a Doctrine of Limitations

1979 ◽  
Vol 45 (8) ◽  
pp. 604-616 ◽  
Author(s):  
Ed Sontag ◽  
Nick Certo ◽  
James E. Button
Keyword(s):  
Public School ◽  
Least Restrictive Environment ◽  
Educational Services ◽  
Personnel Preparation ◽  
Community Settings ◽  
Personnel Training ◽  
Preparation Program ◽  
School And Community ◽  
Restrictive Environment

The authors respond to Burton and Hirshoren's position regarding the three areas of the education of the severely and profoundly retarded: (a) anticipated levels of learning, (b) personnel training, and (c) locus of educational services. Alternative positions in each of these three areas in relation to the severely and profoundly handicapped are presented that emphasize expanding learning parameters, the necessity for a rigorous personnel preparation program, and integrated public school and community settings as the standard for the least restrictive environment.

The Modified Physical Education Class: An Option for the Least Restrictive Environment

2017 ◽  
Vol 88 (7) ◽  
pp. 10-16 ◽  
Author(s):  
Lauren J. Lieberman ◽  
Lauren Cavanaugh ◽  
Justin A. Haegele ◽  
Rocco Aiello ◽  
Wesley J. Wilson
Keyword(s):  
Physical Education ◽  
Least Restrictive Environment ◽  
Physical Education Class ◽  
Education Class ◽  
Restrictive Environment

Adapted Physical Education Research Trends; 1970-1990

1986 ◽  
Vol 3 (2) ◽  
pp. 104-111 ◽  
Author(s):  
Geoffrey D. Broadhead
Keyword(s):  
Physical Education ◽  
Least Restrictive Environment ◽  
Adapted Physical Education ◽  
Future Research ◽  
Evaluation Of Performance ◽  
Dissemination Of Research ◽  
1960S And 1970S ◽  
The 1960S ◽  
Restrictive Environment

It may be that important happenings during the 1960s and 1970s have helped to bring about the increased amount of published research in adapted physical education (APE), Three major research thrusts were identified which advanced the APE knowledge base: the evaluation of performance, physical education in the least restrictive environment, and effective programming. Specific suggestions were made for improving the quality of future research, and for the dissemination of research results.

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