The Persistence of Highly Restrictive Special Education Placements for Students with Low-Incidence Disabilities

Autor/inn/en	Kurth, Jennifer A.; Morningstar, Mary E.; Kozleski, Elizabeth B.
Titel	The Persistence of Highly Restrictive Special Education Placements for Students with Low-Incidence Disabilities
Quelle	In: Research and Practice for Persons with Severe Disabilities, 39 (2014) 3, S.227-239 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796914555580
Schlagwörter	Student Placement; Special Education; Disabilities; Severe Disabilities; Incidence; Equal Education; Disproportionate Representation; Special Classes; Documentation; Federal Legislation; Educational Legislation; Geographic Location; Classification; Special Schools; School Districts + Suchen Sie Ihr Suchwort? Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Severe disability; Schwerbehinderung; Vorkommen; Special class; Sonderklasse; Dokumentation; Bundesrecht; Bildungsrecht; Schulgesetz; Classification system; Klassifikation; Klassifikationssystem; Special school; Sonderschule; School district; Schulbezirk
Abstract	The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U.S. territories report from the Office of Special Education Programs (OSEP) and discuss the status of the most restrictive special education placement settings for students with disabilities. In this analysis, we found that (a) states do not set rigorous improvement goals to reduce restrictive placements, (b) the percentage of students with disabilities placed in restrictive placements have remained essentially unchanged over the past decade, and (c) students with low-incidence (severe) disabilities are disproportionally placed in restrictive placements. These results suggest that segregated educational experiences continue for thousands of students with disabilities in spite of evidence that shows that opportunities to learn and develop are enhanced in more inclusive educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01