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Considerations in Placement Decisions for Students with Extensive Support Needs: An Analysis of LRE Statements
Johnston, Russell McQueston, Jessica A McCabe, Katie M Toews, Samantha Gross Ruppar, Andrea L Kurth, Jennifer A.
Johnston, Russell
McQueston, Jessica A
McCabe, Katie M
Toews, Samantha Gross
Ruppar, Andrea L
Kurth, Jennifer A.
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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’
individualized education programs (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.
Description
Date
2019
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Publisher
Sheridan Press
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Research Projects
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Keywords
least restrictive environment, inclusion, sever disabilities, individualized education programs, supplementary aids and services
Citation
Kurth, J. A., Ruppar, A. L., Toews, S. G., McCabe, K. M., McQueston, J. A., &
Johnston, R. (2019). Considerations in placement decisions for students with extensive
support needs: An analysis of LRE statements. Research and Practice for Persons with
Severe Disabilities, 44, 3-19. doi:10.1177/1540796918825479