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

• 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
• ISSN: 1540-7969; 2169-2408
• DOI: 10.1177/1540796918825479

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.