Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

McLeskey, James; Landers, Eric; Hoppey, David; Williamson, Pamela

doi:10.1111/j.1540-5826.2011.00326.x

Cited by 19 publications

(13 citation statements)

References 23 publications

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“…Previous research has also noted state variations in placement patterns when examining other disability categories. For example, McLeskey, Landers, Hoppey, and Williamson (2011) found that some states placed students with learning disabilities in more restrictive placements than others. Similarly, Katsiyannis, Zhang, and Archwamety (2002) found that U.S. regions varied in restrictive placement patterns for students with intellectual disability.…”

Section: Discussionmentioning

confidence: 99%

Educational Placement of Students With Autism

Kurth

2014

Focus Autism Other Dev Disabl

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Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with ASD in inclusive, mainstreaming, self-contained, and separate schools, suggesting that external to the child factors play a major role in educational placement decisions. Further, states in the Eastern US tend to have more restrictive placement rates than states in the Western US. State special education funding was found to have a minimal impact on placement outcomes.

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Section: Discussionmentioning

confidence: 99%

Educational Placement of Students With Autism

Kurth

2014

Focus Autism Other Dev Disabl

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“…To analyze these data, cumulative placement rate (CPR) was used. This statistic has been used in previous studies of placement practices for students with disabilities (e.g., Danielson & Bellamy, 1989; McLeskey, Henry, & Axelrod, 1999; McLeskey, Hoppey, Williamson, & Rentz, 2004; McLeskey, Landers, Hoppey, & Williamson, 2011; McLeskey et al, 2012; Williamson, McLeskey, Hoppey, & Rentz, 2006). To calculate the CPR, the total number of students in a given placement setting is divided by the total resident population of school-aged children and multiplied by 1,000.…”

Section: Methodsmentioning

confidence: 99%

Trends in LRE Placement Rates Over the Past 25 Years

et al. 2019

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The least restrictive environment (LRE) mandate suggests a preference for educating students with disabilities in general education settings provided their needs can be met there. This study examined national trends in the educational placements of students with disabilities ages 6 to 17 in the 50 states and the District of Columbia from 1990 through 2015. Data were retrieved electronically from the U.S. Department of Education and the U.S. Census Bureau websites. Cumulative placement rates were then calculated. Findings indicate that from 1990 through 2015, (a) general education placements increased while more restrictive placements decreased, (b) students in secondary schools continued to be placed in more restrictive settings, and (c) the impact of disability categories on national LRE trends varied. Future research is needed to investigate the effect of increased identification rates in specific disability categories on national placement trends and explore how placement practices vary across schools, districts, and states.

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“…It is clear that implementation of co-teaching is often not systemic and that students with disabilities often continue to be served in separate and isolated settings. This practice of pulling students out not only impacts student outcomes but also creates a difficult challenge to institutions who want to expose preservice teachers to highly effective co-teaching models (McLeskey, Landers, Hoppey, & Williamson, 2011). Even so, the co-teaching initiative provided the basis for a paradigm shift in how students with disabilities could be served and, more recently, how preservice teachers can be taught.…”

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confidence: 99%

Supporting Student and Preservice Teacher Successes Through Co-teaching

Barron

Pinter

Winter

2019

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As increasing inclusion in schools has been emphasized with each reauthorization of the Individuals with Disabilities Education Act amendments, the implementation of co-teaching has increased. Co-teaching has emerged as a supportive framework that uses principles of social justice in building inclusive nurturing environments, yielding positive student outcomes in social as well as academic areas of education. The authors explored the use of co-teaching within a laboratory school setting by analyzing experiences between general education faculty and not only special education faculty but also preservice teachers. Research has found that co-teaching to support preservice and early-career teachers is a natural outgrowth of the special education and general education partnerships created in the co-taught classroom when an intern is placed in such a setting. When used with fidelity, co-teaching is an instructional option that plays an integral part in building effective and efficient ways to foster student learning while enhancing classroom community. Co-teaching can be a powerful mechanism that supports sharing of responsibility and accountability for student achievement, as well as social, emotional, and behavioral growth. A child-centered philosophy was perceived as important to both preservice and co-teachers because of the individual factors that guided practice. With strong leadership from school administrators, commitment and flexibility on the part of classroom teachers, and skills of colleagues, preservice teachers report outstanding growth. Co-teaching, carefully implemented, can foster a nurturing classroom culture and support preservice teachers as they apply knowledge and skills in a constant reflective process, which benefits all teachers and students.

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Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

Cited by 19 publications

References 23 publications

Educational Placement of Students With Autism

Educational Placement of Students With Autism

Trends in LRE Placement Rates Over the Past 25 Years

Supporting Student and Preservice Teacher Successes Through Co-teaching

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