ERIC Number: EJ1049368
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
Reference Count: 40
The Persistence of Highly Restrictive Special Education Placements for Students with Low-Incidence Disabilities
Kurth, Jennifer A.; Morningstar, Mary E.; Kozleski, Elizabeth B.
Research and Practice for Persons with Severe Disabilities, v39 n3 p227-239 Sep 2014
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Individuals with Disabilities Education Act Part B; Individuals with Disabilities Education Improvement Act 2004