LRE re-examined: misinterpretations and unintended consequences

Hyatt, Keith J.; Filler, John

doi:10.1080/13603116.2010.484509

Cited by 21 publications

(17 citation statements)

References 15 publications

(17 reference statements)

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“…Focusing policy on structural elements will make it possible to position the evidence-based techniques that IDEA values within the LRE principle and thus present those elements as a way of fully implementing the intent and promise of LRE (cf. Hyatt & Filler, 2011). The desired result of these systemic changes would be improved services for all students with disabilities, including those students who typically need a greater level of support.…”

Section: Background and History Of Inclusionmentioning

confidence: 99%

Stars in Alignment

Sailor

McCart

2014

Research and Practice for Persons with Severe Disabilities

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After decades of effort to create inclusive education, the authors assert that the time for full inclusion to manifest at scale may finally be at hand. This article first briefly considers the background and history of the inclusive education movement. The authors then reframe the discourse by defining inclusion through structures and interventions, not student characteristics. They review several emerging best practices that, when deployed within this new framework, increase the likelihood of system change or improvement to advance inclusive education.

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Section: Background and History Of Inclusionmentioning

confidence: 99%

Stars in Alignment

Sailor

McCart

2014

Research and Practice for Persons with Severe Disabilities

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“…To the maximum extent appropriate, students with disabilities will be placed in the general education setting with the use of supplementary aids and services prior to consideration of placement in a more restrictive setting (Hyatt & Filler, 2011).…”

Section: Least Restrictive Environmentmentioning

confidence: 99%

Advocating for Students with Disabilities at the School Level

Whitby¹,

Marx²,

McIntire³

et al. 2013

TEACHING Exceptional Children

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Advocating for students with special needs at the school-and classroomlevel is an extremely important role of a special educator. Special education professional advocacy guidelines are governed by the Council for Exceptional Children (CEC). Five professional standards identified by CEC that all educators must use in their advocacy are (a) working toward improving how government services are provided to individuals with exceptionalities, (b) working in collaboration with various professionals to ensure individuals with exceptionalities are receiving appropriate services, (c) maintaining objective and documented evidence of any inadequate services or resources afforded to individuals with exceptionalities, (d) ensuring appropriate placements are provided to individuals with exceptionalities, and (e) adhering to federal and local legislative mandates to ensure individuals with exceptionalities receive a free and appropriate public education (FAPE; CEC, 2008).In alignment with the CEC professional standards, special educators accept their professional responsibility to advocate for their students with dis-abilities; however, they also report a belief acquired through experience that personal and professional risks are inherent in doing so (Gartin, Murdick, Thompson, & Dyches, 2002). Figure 1 provides a summary of CEC professional standards for advocacy.Advocating for a student can cause inherent risks for special education professionals (Peters & Reid, 2009).

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“…The LRE mandate provides a clear preference for educating students with disabilities in general education (GE) settings unless the individual needs of students cannot be met in these settings with the use of supplementary aids and services. Thus, schools must ensure that students are given opportunities to make adequate progress in GE before they are moved to more restrictive settings (Hyatt & Filler, 2011; Yell, 2016).…”

Section: Introductionmentioning

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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LRE re-examined: misinterpretations and unintended consequences

Cited by 21 publications

References 15 publications

Stars in Alignment

Stars in Alignment

Advocating for Students with Disabilities at the School Level

Trends in LRE Placement Rates Over the Past 25 Years

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