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ERIC Number: ED297551
Record Type: RIE
Publication Date: 1985-Dec
Pages: 3
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Least Restrictive Environment. Abstract III: Research & Resources on Special Education.
National Conference of State Legislatures, Washington, DC.; ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.; American Association of School Administrators, Arlington, VA.; National Association of State Boards of Education, Alexandria, VA.
This one-page abstract summarizes results of a final report of a federally funded research project titled, "Research Integration Project: Analysis and Review of Research on Least Restrictive Environments for Handicapped Learners." The goal of the project was the review, analysis, and interpretation of research on the concept of "least restrictive environment." The paper defines the term and examines the legal and legislative background which is based on the assumption that removal from the regular classroom setting potentially abrogates a student's rights. Results of evaluation of various administrative arrangements indicate that differences between regular and self-contained special education classroom environments are not typically as large as differences in classroom characteristics such as curriculum, teacher-student ratio, and teacher qualifications. The project also reviewed those variables related to the design of instruction and the educational environment encompassing factors related to both academic achievement and social outcomes. It is concluded that the amount of time a student is integrated is but one variable which may, or may not, have an impact on student achievement and/or social growth. (DB)
ERIC/OSEP Special Project on Interagency Information Dissemination, Council on Exceptional Children, 1920 Association Dr., Reston, VA 22091 (free).
Publication Type: Book/Product Reviews
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Innovation and Development.
Authoring Institution: National Conference of State Legislatures, Washington, DC.; ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.; American Association of School Administrators, Arlington, VA.; National Association of State Boards of Education, Alexandria, VA.
Note: For the original report on which this extended abstract is based, see ED 254 036.