Loading...
The Persistence of Highly Restrictive Special Education Placements for Students with Low- Incidence Disabilities
Kurth, Jennifer A. Morningstar, Mary E Kozleski, Elizabeth B.
Kurth, Jennifer A.
Morningstar, Mary E
Kozleski, Elizabeth B.
Citations
Altmetric:
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 and
discuss the status of the most restrictive special education placement settings for students
with disabilities. In this analysis, we found that (1) states do not set rigorous
improvement goals to reduce restrictive placements; (2) that the percentage of students
with disabilities (SWD) placed in restrictive placements have remained essentially
unchanged over the past decade; and (3) that 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. Factors that contribute to student
placement in restrictive settings are discussed.
Description
Date
2014
Journal Title
Journal ISSN
Volume Title
Publisher
Collections
Files
Research Projects
Organizational Units
Journal Issue
Keywords
Citation
Kurth, J. A., Morningstar, M. E., & Kozleski, E. (2014). The persistence of highly
restrictive special education placements for students with low-incidence disabilities. Research &
Practice for Persons with Severe Disabilities, 39(3), 227-239. doi: 10.1177/1540796914555580