A Qualitative Policy Study of the Least Restrictive Environment Provision of the Individuals with Disabilities Education Act

Hasazi, Susan Brody; Johnston, A. P.; Liggett, Annette M.; Schattman, Richard A.

doi:10.1177/001440299406000603

Cited by 38 publications

(34 citation statements)

References 7 publications

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“…The support and leadership of principals are documented as integral components for successful school change (Fullan 2001) and successful inclusion (Hasazi et al 1994;Simpson 2004). As school-site administrators and policy leaders, principals influence reform implementation decisions, control resource allocations and exert a supervisory role relative to school personnel.…”

Section: Role Of Principalmentioning

confidence: 99%

Principals’ Attitudes Regarding Inclusion of Children with Autism in Pennsylvania Public Schools

Horrocks¹,

White

Roberts³

2008

J Autism Dev Disord

122

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This study sought to identify the attitudes that principals held regarding the inclusion of students with disabilities, and the relationship between their attitudes and their placement recommendations for children with autism and to identify the relationship between specific demographic factors and attitudes toward inclusion and placement. A stratified random sample was drawn from the active list of 3,070 principals in the Pennsylvania public schools. From 1,500 surveys, 571 principal responses were received. The most significant factor in predicting both a positive attitude toward inclusion of children with disabilities and higher recommendations of placements for children with autism was the principal's belief that children with autism could be included in a regular education classroom.

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Section: Role Of Principalmentioning

confidence: 99%

Principals’ Attitudes Regarding Inclusion of Children with Autism in Pennsylvania Public Schools

Horrocks¹,

White

Roberts³

2008

J Autism Dev Disord

122

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“…Despite the growing body of research and policy supporting inclusion of students with disabilities in general education settings (Hasazi, Johnston, Liggett, & Schattman, 1994;Osborne & Dimatta, 1994), ample evidence shows that families, schools, and communities are experiencing significant barriers in accomplishing successful inclusion of students with problem behavior (Horner, Diemer, & Brazeau, 1992;Stanford Research Institute, 1990;White, Lakin, Bruininks, & Li, 1991).…”

Section: Figurementioning

confidence: 99%

“…The data suggest a strong family concern about administrator and teacher competency in providing an appropriate education for their children with problem behavior (Erwin & Soodak, 1995;Hasazi et al, 1994). Parents reported that they needed to have information that they could use to convince their school systems about the efficacy of state-of-theart approaches and to urge them to move ahead with staff development.…”

Section: Pervasive Themesmentioning

confidence: 99%

Family Perspectives on Inclusive Lifestyle Issues for People with Problem Behavior

Turnbull

Ruef

1997

Exceptional Children

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“…Instead, researchers have focused on other important aspects of inclusion, such as school leadership (Billingsley, Gersten, Gillman, & Morvant, 1995;Guzman, 1997;Hasazi, Johnston, Liggett, & Schattman, 1994;Mantle 2005;Walther-Thomas & DiPaola, 2003;Will, 1986), teacher perceptions and preparation (Hersman & Hodge, 2010;Tankersley, Niesz, Cook & Woods, 2007;Watnick & Sacks, 2006), and small learning communities (Duke & Lamar-Dukes, 2007). These studies provide critical information that can inform practitioners at a school-level; however, examining a district's response to important special education mandates is beyond the scope of these studies.…”

Section: Sfusd)mentioning

confidence: 99%

Addressing the inclusion imperative: an urban school district’s responses

DeMatthews

Mawhinney

2013

EPAA

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Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their nondisabled peers. This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years. The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of a new superintendent brought new hopes for change. The authors argue that existing research regarding inclusion has typically ignored the policy implementation processes employed by school districts in establishing more inclusive schools and improved special education programs. This article provides a case description of a district's special education inclusion policy implementation process, the challenges district administrators were confronted with, and the positive and negative outcomes of the district's policies. The findings inform nextgeneration policy initiatives and future lines of inquiry. Keywords: special education; inclusion, urban education, policy, school districts epaa aape Education Policy Analysis Archives Vol. 21 No. 612 Abordando el imperativo de la inclusión: respuestas de un distrito escolar urbano. Resumen: Durante los últimos cuarenta años, las escuelas de los Estados Unidos se han vuelto más inclusivas para estudiantes con discapacidades. Sin embargo, en muchos distritos escolares urbanos de alta pobreza, un número desproporcionado de niños de minorías con discapacidades son separados de sus compañeros no discapacitados. Este artículo presenta los resultados de un estudio de caso cualitativo de un distrito escolar urbano que esta implementando una reforma de inclusión relacionada con la educación especial durante cuatro años. El distrito tiene una historia de segregación de estudiantes y numerosos problemas de cumplimiento con los mandatos sobre educación especial, sin embargo, la llegada de un nuevo superintendente trajo nuevas esperanzas de cambio. Los autores argumentan que la investigación existente sobre la inclusión ha ignorado generalmente los procesos de aplicación de las políticas empleados por los distritos escolares en el establecimiento de escuelas más integradoras y programas de mejora de la educación especial. Este artículo proporciona una descripción del proceso de implementación de políticas de inclusión de educación especial, los retos que enfrentan los administradores del distrito, y los resultados positivos y negativos de las políticas del distrito. Los resultados sugieren elementos para pensar futuras iniciativas políticas para la próxima generación y líneas de investigación. Palabras clave: educación especial; inclusión; educación urbana,; política; distritos escolares Atendendo ao imperativo da inclusão: respostas de um distrito escolar urbano. Resumo: Durante os último...

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A Qualitative Policy Study of the Least Restrictive Environment Provision of the Individuals with Disabilities Education Act

Cited by 38 publications

References 7 publications

Principals’ Attitudes Regarding Inclusion of Children with Autism in Pennsylvania Public Schools

Principals’ Attitudes Regarding Inclusion of Children with Autism in Pennsylvania Public Schools

Family Perspectives on Inclusive Lifestyle Issues for People with Problem Behavior

Addressing the inclusion imperative: an urban school district’s responses

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