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.

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.

Being in the Right Place at the Right Time: Educational Placement of Students With Intellectual Disability by State and Year

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 210-221
Author(s):  
Eric J. Anderson ◽  
Matthew E. Brock
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Educational Placement ◽  
Placement Decisions ◽  
Federal Mandate ◽  
Restrictive Environment ◽  
The Right ◽  
General Education Classrooms

Abstract Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that represent the wide span of educational placement (i.e., Vermont, Kentucky, Kansas, Massachusetts, Illinois, and Montana). Surprisingly, some states are trending toward more restrictive placements, and the gap between the most and least inclusive states is continuing to widen over time. We offer constructive suggestions for appropriately applying the principle of least restrictive environment so that placement decisions are driven by student needs and not where students live.

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.

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

The Legal Necessity for Residential Schools Serving Deaf, Blind, and Multiply Impaired Children

1985 ◽  
Vol 79 (4) ◽  
pp. 145-149 ◽  
Author(s):  
Robert Silverstein
Keyword(s):  
Public Education ◽  
Least Restrictive Environment ◽  
Residential Schools ◽  
Court Cases ◽  
Restrictive Environment ◽  
Impaired Children

Under P.L. 94–142, sensorily impaired children must receive appropriate public education in the least restrictive environment. This means, in practice, that some of them must be placed in residential schools; which means, in turn, that legally such schools must exist and be available. Here the requirements and difficulties are considered, with emphasis on the differing and varying needs of the children involved, and reference to several court cases and administrative decisions.

Is Integration of Students with Disabilities Happening?

1994 ◽  
Vol 15 (4) ◽  
pp. 204-215 ◽  
Author(s):  
Richard J. Sawyer ◽  
Margaret J. McLaughlin ◽  
Marianne Winglee
Keyword(s):  
Public Schools ◽  
General Education ◽  
Students With Disabilities ◽  
General Public ◽  
Least Restrictive Environment ◽  
Regular Education Initiative ◽  
Is Integration ◽  
Restrictive Environment ◽  
General Education Classrooms ◽  
Education Initiative

This Study Analyzed National Program Record Data to Determine the Extent to which Students with Various Disabilities have been Integrated into General Public Schools, Since 1977, and General Education Classrooms, Since 1985. The Least Restrictive Environment (LRE) Mandate, Historical Origins of LRE, Recent LRE Initiatives, Including the Regular Education Initiative, and Relevant Research are Discussed. The Utility and Reliability of the Data are also Examined. Results Indicate that, Overall, Increases in Placements within General Public Schools have Occurred for Most Students with Disabilities. Increased Placements in General Education Classrooms have also Occurred and have been Even More Pronounced. Integration Patterns, However, have Varied Substantially Across Disabilities; Possible Reasons for these Differences are Presented.

Deaf Education in Croatia: Challenges and Perspectives

2019 ◽  
pp. 361-378
Author(s):  
Iva Hrastinski
Keyword(s):  
Deaf Education ◽  
Deaf Children ◽  
Teaching Methodology ◽  
Evidence Based ◽  
Deaf Community ◽  
Language And Literacy ◽  
Demographic Information ◽  
Educational Placement ◽  
Deaf Students ◽  
History Of

This chapter provides an overview of deaf education in Croatia, focusing on the current educational context and communication options for deaf and hard-of-hearing students. After a brief overview of the history of deaf education in the country, which dates back to the 1830s, the author provides essential demographic information and educational placement options for these students. Related challenges are covered, specifically the lack of evidence-based policy regarding teaching methodology. The Deaf community and Deaf culture in Croatia are discussed. Research studies outlining the language and literacy problems of deaf students in Croatia, as well as the socioemotional issues of deaf children, are presented.

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

Can Charter Schools Address Racial Inequities Evidenced in Access to the General Education Classroom? A Longitudinal Study in Chicago Public Schools

2018 ◽  
Vol 41 (3) ◽  
pp. 127-138 ◽  
Author(s):  
Federico R. Waitoller ◽  
Daniel M. Maggin
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
General Education ◽  
Longitudinal Analysis ◽  
White Students ◽  
Least Restrictive Environment ◽  
Chicago Public Schools ◽  
Neighborhood Schools ◽  
Black And White ◽  
Restrictive Environment

This study presents a longitudinal analysis of racial inequities evidenced in placement patterns in the least restrictive environment (LRE). We compared placement trends in neighborhoods and charter schools for Black and White students receiving special education services (SRSES). Drawing from the concept of institutional isomorphism and using a longitudinal analysis of odds ratio, we examined annual school data from 2008 to 2012 on students’ placement in the LRE in Chicago Public Schools (CPS). Our findings indicate that over time charter schools mirror neighborhood schools’ (NS) racial inequities evidenced in access to general education classrooms.

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