Caught in the Continuum: A Critical Analysis of the Principle of the Least Restrictive Environment

Abstract

This article presents a critical analysis of the principle of the least restrictive environment (LRE). The article begins with a review of the origins of LRE in professional writings and law and moves next to a discussion of how LRE has been operationalized in terms of a continuum of residential, educational, and vocational services. Building on previous critiques of the continuum concept, the author presents seven conceptual and philosophical flaws or pitfalls in the LRE principle itself, especially when it is applied to people with severe disabilities. The author then argues that an uncritical acceptance of LRE may lead to the establishment of a “new” community-based continuum and takes the position that many leading writings in the field can be interpreted to legitimate this new continuum. The conclusion of the article supports an unconditional commitment to integration and briefly contrasts integration with LRE as a guiding principle for the design of services and support for people with developmental disabilities and concludes with a note on the importance of viewing concepts in historical context.

Exploring provision for children identified with special educational needs: an international review of policy and practice

“…If we regard them as a series of individual threads, do we not increase the chance that our focus opens up gaps between them through which people will continue to fall or through which people fear to fall? As Taylor (1988) suggested, new continua are open to similar critiques as the old continua. They become 'options' within bureaucracies administering and funding services.…”

Moving From a Continuum to a Community

“…Prior to beginning the data extraction the research team identified six papers (Booth, 1994;Fuchs, Fuchs, & Stecker, 2010;Nisbet, 2004;Norwich, 2008;Taylor, 1988;Taylor, 2001) which could serve as a baseline for our discussion of the conceptualisation of the continuum. These papers were identified by each pair of reviewers following stage 1 screening.…”

“…In other instances the arrow represents a shifting emphasis upon an aspect of the provision (e.g. intensity or restrictiveness of provision - Taylor, 1988). In other representations a lack of arrows might be seen to encapsulate a lack of movement and inward looking 'silo' thinking (eg Maryland State Department of Education, 1969).…”

“…The range of identified services across the literature is extensive (Grotsky 1978;NASDSE, 1998;Taylor, 1988), covering health, educational and social care, each of which varies in the nature of its provision according to local practices and providers (Barresi, 1980). It is perhaps unsurprising that it is described as a 'long line that keeps going' (beginning with positive role models) (South Carolina Continuum of Care for Emotionally Disturbed Children,…”

“…The continuum has been represented as a program or as a series of programs, (eg: Adelman, 1989;Barresi, 1980;Pysh &Chalfant, 1978Sargent, 1981 identified by space and personnel, with assessment and diagnosis typically identified as the means of facilitating movement between them (MSDE, 1969). In addition, in the earliest models, the residential provision would have been framed as being non-educational, but succumbed to an increasing emphasis on minimising the separation of pupils (Taylor, 1988).…”