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

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 educati...

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Bibliographic Details
Published in:Research and practice for persons with severe disabilities 2019-03, Vol.44 (1), p.3-19
Main Authors: Kurth, Jennifer A., Ruppar, Andrea L., Toews, Samantha Gross, McCabe, Katie M., McQueston, Jessica A., Johnston, Russell
Format: Article
Language:English
Subjects:
Ancillary School Services
Content Analysis
Daily Living Skills
Disabilities
Educational Legislation
Elementary Secondary Education
Eligibility
Equal Education
Federal Legislation
General Education
Inclusion
Individualized Education Programs
Regular and Special Education Relationship
Severe Disabilities
Special Education
Special Needs Students
Student Placement
Supplementary Education
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Summary: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.
ISSN:1540-7969
2169-2408
DOI:10.1177/1540796918825479