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ERIC Number: EJ1071415
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1946-2077
Shifting Least Restrictive Environments in a Large Urban School District
Cramer, Elizabeth
Journal of Urban Learning, Teaching, and Research, v11 p40-49 2015
This study examined the efforts of one large urban school district to implement support to schools in increasing their rates of students being served in inclusive settings. The authors evaluate a process whereby the district used a self-created "LRE/Achievement at a Glance Tool" to measure programs, services, and learner outcomes for students with disabilities, and provide specific recommendations and supports to administrative teams in targeted schools. Results indicate statistically significant increases in the number of students who were fully included as well as statistically significant increases in average time students with disabilities spent with their nondisabled peers. Math and reading proficiency levels for students with and without disabilities are also reported. Implications for best practices in supporting inclusion in urban districts are examined, such as the importance of documenting and examining inclusive practices and further training for educators and administrators in ethical principles and practice.
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act