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

Autor/inn/en	Kurth, Jennifer A.; Ruppar, Andrea L.; Toews, Samantha Gross; McCabe, Katie M.; McQueston, Jessica A.; Johnston, Russell
Titel	Considerations in Placement Decisions for Students with Extensive Support Needs: An Analysis of LRE Statements
Quelle	In: Research and Practice for Persons with Severe Disabilities, 44 (2019) 1, S.3-19 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kurth, Jennifer A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796918825479
Schlagwörter	Special Education; Individualized Education Programs; Supplementary Education; Student Placement; Special Needs Students; Content Analysis; Regular and Special Education Relationship; General Education; Severe Disabilities; Inclusion; Daily Living Skills; Eligibility; Elementary Secondary Education; Ancillary School Services; Educational Legislation; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Ergänzungsunterricht; Schülerpraktikum; Sonderpädagogischer Förderbedarf; Inhaltsanalyse; Allgemein bildendes Schulwesen; Allgemeinbildung; Severe disability; Schwerbehinderung; Inklusion; Alltagsfertigkeit; Eignung; Bildungsrecht; Schulgesetz; Bundesrecht
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01