The Persistence of Highly Restrictive Special Education Placements for Students with Low- Incidence Disabilities

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.