The least restrictive environment (LRE) mandate provides a preference for educating students with disabilities in general education classrooms while allowing separate class services as necessary to meet student needs. This study investigated changes in national LRE placement trends for students with disabilities from 1990-1991 through 2007-2008. Findings revealed a significant increase in placements in general education settings and a substantial decrease in more restrictive placements. Placement practices for students at the secondary level changed substantially more than placements for elementary students, although both groups moved toward significantly less restrictive placement practices. Students with learning disabilities accounted for much of the overall change in placement practices, whereas students with emotional or behavioral disorders and intellectual disabilities experienced smaller changes in less restrictive placements.

Although effective practices have been developed to address the needs of a wide range of students with disabilities, evidence suggests a limited use of these practices. Potential contributors to the research-to-practice gap focus on problems with preservice teacher preparation, professional development, and the nature of research. The authors present evidence that the lack of well-qualified special education teachers, the instability of special education teachers in teaching positions (i.e., attrition and migration), and inadequate work conditions contribute to the research-to-practice gap. They also address the need for comprehensive, coordinated, and sustained efforts to reduce the teacher shortage and improve the likelihood that special educators have the work conditions needed to use effective practices.

This investigation examined the role of the principal in school change during the current era of high-stakes accountability. Qualitative methods were used to conduct a case study of one principal who had a record of success in leading school change efforts and developing a model inclusive program in his school. The results of the case study revealed that the principal viewed his primary role as “lubricating the human machinery,” or providing support for teachers so that they could do their best work. He enacted this role by nurturing and caring for his staff, buffering his faculty from external pressures associated with high-stakes accountability, providing high-quality professional development, and ensuring that teachers had opportunities to assume leadership roles in the school. The implications of these findings for practice are discussed.

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Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in addressing the needs of all students. Evidence reveals that only a limited number of schools have been successful in meeting these sometimes competing demands for excellence and equity. This investigation addressed these issues by conducting a case study of a highly effective, inclusive elementary school. The results reveal several key practices that were important contributors to meeting the needs of all students in this school.