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.

The Foundation of Inclusion in Federal Legislation and Litigation

2017 ◽  
pp. 27-52 ◽  
Author(s):  
Mitchell L. Yell ◽  
Christine A. Christle
Keyword(s):  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Team Members ◽  
Student Placement ◽  
Placement Decisions ◽  
Disabilities Education Act ◽  
Federal Mandate ◽  
Education Act ◽  
Restrictive Environment ◽  
Historical Antecedents

The foundation of inclusion in special education law is the least restrictive environment (LRE) mandate of the Individuals with Disabilities Education Act. This federal mandate requires that all students with disabilities receive their education with students without disabilities to the maximum extent appropriate. Our purpose in this chapter is to examine the legal basis of inclusion. We first review the historical antecedents of inclusion. Second, we examine the LRE mandate and the student placement requirements of the IDEA. Third, we survey the most important case law rulings regarding LRE and the placement of students with disabilities. Fourth, we consider strategies that have been used to promote inclusive placements and briefly review the literature on these strategies. We end this chapter by offering principles to guide IEP team members in making educationally beneficial and legally correct placement decisions for students with disabilities.

scholarly journals Increasing Inclusive Education Through a Learning Center Model: A California Approach

2020 ◽  
Vol 4 (1) ◽  
pp. 43
Author(s):  
Aja McKee ◽  
Audri Sandoval Gomez
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Deep Structure ◽  
Least Restrictive Environment ◽  
Learning Center ◽  
Educational Programming ◽  
Federal Mandate ◽  
Restrictive Environment

Learning center models offer students with disabilities learning experiences in general education classrooms, while retaining support and services from special education personnel. The learning center approach examines existing educational perspectives, practices and structures, surrounding access to general education for students with disabilities. This study used a document analysis, a qualitative data method, to examine how two California school districts developed a learning center model to transform special education programming from segregated special education classrooms and practices to placement and access to general education. The findings inform educational programming for students with disabilities in the least restrictive environment, to comply with the American federal mandate. Findings suggest that the deep structure of educational practices complicated the ease of a change in practices for both general and special educators. However, the community approach of the learning center model, where all teachers assume the educational responsibilities for all students, forced these educators to be flexible, reexamine structures and practices, and challenge the ethos of traditional schooling. 

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.

Planning Supports for Students With Intellectual Disability in General Education Classrooms

Inclusion ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 27-42 ◽  
Author(s):  
James R. Thompson ◽  
Virginia L. Walker ◽  
Melinda R. Snodgrass ◽  
Jessica A. Nelson ◽  
Megan E. Carpenter ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Focus Group ◽  
General Education ◽  
Technical Assistance ◽  
Least Restrictive Environment ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Problem Solving Process ◽  
Restrictive Environment ◽  
General Education Classrooms

Abstract For most students with intellectual disability (ID), education in the least restrictive environment has been determined to be separate special education classrooms. One means to promote greater participation in general education classrooms is for educators to identify and arrange individualized supports that students need to be successful. We conducted focus group interviews with 33 educators in 6 schools from 3 states to explore how they currently plan supports for their students, obtain their opinions on the usefulness of a systematic problem-solving process for supports planning, and gather their perspectives on resources, including the nature of technical assistance, that would be most helpful in planning individualized supports. Themes from the focus group interview transcripts were identified and recommendations for increasing educator competencies in planning and monitoring individualized supports for students with ID in general education classrooms are provided.

scholarly journals Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements

2019 ◽  
Vol 44 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Jennifer A. Kurth ◽  
Andrea L. Ruppar ◽  
Samantha Gross Toews ◽  
Katie M. McCabe ◽  
Jessica A. McQueston ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Least Restrictive Environment ◽  
Significant Disabilities ◽  
Policy Practice ◽  
Placement Decisions ◽  
Restrictive Environment ◽  
Restrictive Settings

Special education consists of specially designed services available for students with disabilities, and should be available across placements. Students with the most significant disabilities continue to be taught in restrictive settings, despite accumulating evidence suggesting their special education services can be delivered effectively in general education settings. Every individualized education program (IEP) must contain a statement describing how the student will be provided a free and appropriate education in the least restrictive environment. The present study used content analysis to examine least restrictive environment statements of 88 students’ IEPs to determine what factors, including supplementary aids and services, were considered in making placement decisions. We further analyzed the classes and activities in which students participated in general education settings. Findings reveal supplementary aids and services were not considered in placement decisions, although a number of factors centering on curricular considerations, environmental demands, student deficit, and personnel requirements were noted in making placement decisions. We further found students primarily participated in non-academic instruction while in general education settings. Implications for policy, practice, and research are included.

Still Caught in the Continuum: A Critical Analysis of Least Restrictive Environment and Its Effect on Placement of Students With Intellectual Disability

Inclusion ◽  
2016 ◽  
Vol 4 (2) ◽  
pp. 56-74 ◽  
Author(s):  
Janet Story Sauer ◽  
Cheryl M. Jorgensen
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Cultural Beliefs ◽  
Medical Model ◽  
Least Restrictive Environment ◽  
Educational Placement ◽  
Attitudes And Practices ◽  
Education Act ◽  
Restrictive Environment ◽  
The Continuum

Abstract The least restrictive environment (LRE) mandate of the Individuals with Disabilities Education Act has long been questioned as to whether it has fulfilled the original intent of the law. This advocacy brief provides an updated analysis of the flaws underlying the principle of LRE, a mandate that exists at the nexus of cultural beliefs about disability, the influence of the medical model on special education, and the misguided link between intensity of services and more restrictive environments. We review the origins of LRE; summarize research on the positive relationship between placement in general education and student outcomes; describe six flaws of LRE's grounding in the continuum model of educational placement that sanctions segregation; present data that illustrate little progress over time towards general education placement for students with intellectual disability, and outline some key court rulings about what constitutes the least restrictive environment. In summary, we suggest that segregation of students with intellectual disability results as much from the flawed underpinnings of the LRE principle itself as on the attitudes and practices of those who use LRE as a justification for segregation.

Inclusion

1996 ◽  
Vol 17 (5) ◽  
pp. 323-328 ◽  
Author(s):  
STANLEY E. WIGLE ◽  
DARYL J. WILCOX
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Teacher Preparation Program ◽  
Classroom Teachers ◽  
Preparation Program ◽  
Restrictive Environment ◽  
General Education Classrooms

There has been a great deal of controversy surrounding the inclusion of students with disabilities in general education classrooms. when students with disabilities are included in general education classrooms, such placements must be congruent with the concept of least restrictive environment (lre). five criteria are identified in this article as elements important to the establishment of an lre within inclusive general education classrooms. these criteria have implications for the preparation of preservice teachers. these implications are the foci for suggested teacher preparation program elements related to the efficacy of preservice classroom teachers.

scholarly journals Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 83-93 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Past Research ◽  
Support Needs ◽  
Educational Placement ◽  
General Education Curriculum ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

Who Are the Classmates of Students With Disabilities in Elementary Mathematics Classrooms?

2018 ◽  
Vol 41 (1) ◽  
pp. 18-27 ◽  
Author(s):  
Allison F. Gilmour ◽  
Gary T. Henry
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Fifth Grade ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Mathematics Classrooms ◽  
Disabilities Education Act ◽  
Education Act ◽  
Restrictive Environment

The Individuals with Disabilities Education Act stresses the importance of educating students with disabilities (SWDs) in the least restrictive environment, often with peers who do not have disabilities. Prior research has examined the extent to which SWDs are included in general education classrooms, but not the characteristics of the peers with whom SWDs are educated. We examined the math classmates of fourth- and fifth-grade SWDs from one state. On average, SWDs were grouped with twice as many other SWDs, about four per class, than students without disabilities. Students with learning disabilities had fewer peers with disabilities in their classrooms than students with other disabilities. Students with intellectual disabilities, autism, or emotional/behavioral disorders more often had peers with disabilities, often their same disability. Our results provide directions for future research regarding peer effects and understanding how schools group SWDs.

Theory and Implementation of Inclusion

2019 ◽  
pp. 19-42
Author(s):  
Christine M. Gleason ◽  
Kristi L. Santi
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Attitudes Toward Inclusion ◽  
Human Right ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Restrictive Environment

The inclusion of students with special needs in general education settings has become an essential component of education. Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right. However, research reveals that some teachers do not have positive attitudes toward including students with disabilities. The purpose of this chapter is to discuss findings from a study that uncovered factors behind teachers' attitudes toward inclusion. The general findings and themes are discussed. The chapter concludes with a list of resources teachers can access without payment to help them better understand students with disabilities and ways in which the teacher can more easily develop an inclusive, inviting environment for all.

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