scholarly journals Inclusion and Special Education

2020 ◽  
Vol 10 (9) ◽  
pp. 238
Author(s):  
Marian Patricia Bea Francisco ◽  
Maria Hartman ◽  
Ye Wang
Keyword(s):  
Special Education ◽  
Empirical Studies ◽  
Least Restrictive Environment ◽  
Clear Definition ◽  
Historical Trends ◽  
Discriminative Ability ◽  
Education Movement ◽  
Historical Trajectory ◽  
Restrictive Environment ◽  
Special Education Laws

The purpose of this paper is to trace the historical trajectory of special education and how societal perspectives influenced the special education movement. It aims to answer if special education and inclusion have achieved their goals for all individuals, especially those with disabilities. A review of historical trends, special education laws, and key constructs showed that there were both positives and negatives aspects. It also revealed that the absence of a clear definition, standards, and objectives for inclusion and least restrictive environment is just one of the roots of the problem. Moreover, the lack of empirical studies on the effectiveness of inclusion and the lack of knowledge and awareness of the provisions of special education laws by stakeholders contribute to the issues surrounding inclusion implementation. Recommendations include that all stakeholders should have historical awareness and discriminative ability, in-depth comprehension of special education laws, and adapting the same definition, standards and clear objectives in implementing inclusion programs.

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

Locally directed program evaluation in rural areas: Technical assistance in North Dakota

1987 ◽  
Vol 8 (3) ◽  
pp. 16-21
Author(s):  
Margaret M. Scheffelin ◽  
Roxanne Moger ◽  
Jose Martinez ◽  
David Ragsdale
Keyword(s):  
Special Education ◽  
Program Evaluation ◽  
North Dakota ◽  
Local Control ◽  
Rural Areas ◽  
Technical Assistance ◽  
Least Restrictive Environment ◽  
Evaluation Study ◽  
Education Programs ◽  
Restrictive Environment

This article describes the principles of program evaluation and the technical assistance provided in 1986-87 to North Dakota local educational agencies (LEAs) for evaluating their special education programs. An example of planning for a local evaluation study on least restrictive environment (LRE) is included. Implications and recommendations are offered for program evaluation and for technical assistance in program evaluation, Local control of the evaluation activities is emphasized.

Inclusion, School Restructuring, and the Remaking of American Society

1996 ◽  
Vol 66 (4) ◽  
pp. 762-797 ◽  
Author(s):  
Dorothy Kerzner Lipsky ◽  
Alan Gartner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
School Restructuring ◽  
Educational Systems ◽  
Students With Special Needs ◽  
Recent Developments ◽  
American Society ◽  
Restrictive Environment

In this article, Dorothy Kerzner Lipsky and Alan Gartner discuss recent developments in special education and measure them against their inclusionary model. This article expands and updates their 1987 HER article, "Beyond Special Education: Toward a Quality System for All Students," a review of the implementation of PL 94-142, which, though the basis for placement in the least restrictive environment, in fact provided legal support for the development of separate educational systems for students with special needs. Here, Lipsky and Gartner continue their argument that the special education model must not separate those with special needs. They argue that inclusion provides all students with a quality education that is both individual and integrated, citing recent court cases that support their contention that all students can and should be educated in the same classroom. Lipsky and Gartner conclude by showing how their inclusionary model adds to the school restructuring debate, which until now has excluded any mention of students with disabilities. They believe that special education should be viewed as a matter of social justice and equity, and see inclusion as a way of both restructuring education and remaking American society.

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. 

PL 94-142 and the Least Restrictive Alternative: An Interim Progress Report for Educators

1979 ◽  
Vol 161 (3) ◽  
pp. 60-80 ◽  
Author(s):  
Ted L. Miller ◽  
Harvey N. Switzky
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Educational Environment ◽  
Progress Report ◽  
Handicapped Children ◽  
Education Practice ◽  
Social Ecological ◽  
The Social ◽  
Restrictive Environment ◽  
Least Restrictive Alternative

The concept of the least restrictive environment (or alternative) was reviewed as it evolved in law and in special education practice. A distinction was drawn between the concepts of mainstreaming and the least restrictive environment. Mainstreaming refers to placing handicapped youngsters as much as possible in educational situations with nonhandicapped youngsters. The least restrictive environment is a legal abstraction which refers to placing handicapped children in an educational environment that is most suitable for their programmatic needs. Concern was voiced about the multiple bases for implementation of the least restrictive environment notion. These bases necessarily include simultaneous references to the philosophy of normalization, to PL 94-142, and to modes of instruction that optimize learning in all the social-ecological environments that handicapped children inhabit.

Problems in Implementing Comprehensive Special Education Programing in Rural Areas

1981 ◽  
Vol 47 (7) ◽  
pp. 514-520 ◽  
Author(s):  
Doris I. Helge
Keyword(s):  
Special Education ◽  
Rural Areas ◽  
Due Process ◽  
Least Restrictive Environment ◽  
Initial Study ◽  
Personnel Preparation ◽  
Education Programs ◽  
Rural Environments ◽  
Cost Efficient ◽  
Restrictive Environment

Data were collected for the National Rural Research and Personnel Preparation Project, funded by the Bureau of Education for the Handicapped, to investigate problems in implementing comprehensive special education programs. Cultural, geographic, climatic, socioeconomic and other inhibiting factors were analyzed in relation to implementation of Public Law 94-142, the Education for All Handicapped Children Act of 1975. Although all major aspects of P.L. 94-142—the concept of the least restrictive environment; due process procedures; individualized education programs (IEP's); and parent involvement—were identified as problems for rural schools, three primary hindering factors were identified: (1) teacher retention and recruitment problems, (2) rural attitudinal problems, and (3) problems based on rural terrain. It was found that these problems emanated from tradition bound rural environments and were exacerbated by geographic and climatic demands of remote, isolated areas. The initial study was followed by a study identifying interrelated effective and cost efficient service delivery strategies and community and district subtypes.

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