Abstract
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.
| Original language | English (US) |
|---|---|
| Journal | Research and Practice for Persons with Severe Disabilities |
| DOIs | |
| State | Published - Jan 1 2019 |
| Externally published | Yes |
Fingerprint
Keywords
- inclusion
- individualized education programs
- least restrictive environment
- severe disabilities
- supplementary aids and services
ASJC Scopus subject areas
- Social Psychology
- Health Professions(all)
- Public Health, Environmental and Occupational Health
Cite this
Considerations in Placement Decisions for Students With Extensive Support Needs : An Analysis of LRE Statements. / Kurth, Jennifer A; Ruppar, Andrea L.; Toews, Samantha Gross; McCabe, Katie M.; McQueston, Jessica A.; Johnston, Russell.
In: Research and Practice for Persons with Severe Disabilities, 01.01.2019.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Considerations in Placement Decisions for Students With Extensive Support Needs
T2 - An Analysis of LRE Statements
AU - Kurth, Jennifer A
AU - Ruppar, Andrea L.
AU - Toews, Samantha Gross
AU - McCabe, Katie M.
AU - McQueston, Jessica A.
AU - Johnston, Russell
PY - 2019/1/1
Y1 - 2019/1/1
N2 - 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.
AB - 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.
KW - inclusion
KW - individualized education programs
KW - least restrictive environment
KW - severe disabilities
KW - supplementary aids and services
UR - http://www.scopus.com/inward/record.url?scp=85061199607&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85061199607&partnerID=8YFLogxK
U2 - 10.1177/1540796918825479
DO - 10.1177/1540796918825479
M3 - Article
JO - Research and Practice for Persons with Severe Disabilities
JF - Research and Practice for Persons with Severe Disabilities
SN - 1540-7969
ER -