Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Abstract

Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

Examining National Trends in Educational Placements for Students With Significant Disabilities

“…Recently, Morningstar and Kurth (in press) argued that with the reauthorization of IDEA, opportunities for strengthening and expanding reporting systems are needed to support states to go beyond LRE and include evidence of the types of specialized services and supports provided to students and track student learning and long-term outcomes linked to educational placements. National data are needed not only for tracking placement rates but also for examining the range, intensity, and quality of instruction found within placement categories.…”

A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study

“…More than 80% of youth with disabilities spend much (i.e., 40% or more) of their school day in regular classes (U.S. Department of Education, 2016). It is less clear whether these students are accessing the universally available transition experiences available within their schools and communities (Morningstar & Kurth, 2017). For example, participation in college and career fairs, service-learning and volunteer opportunities, extracurricular and leadership activities, internship and apprenticeship programs, mentorships and community connections, and career assessments and counseling are all avenues through which students without disabilities prepare for adulthood.…”

A brief history of special education policy on the inclusion of students with intellectual disabilities in Saudi Arabia

“…The inclusion of students with intellectual disabilities in educational and social settings has long been a goal of parents, advocates and policymakers. Consistent with the principles of normalisation (Wolfensberger, 1972) and the deinstitutionalisation movement of the past several decades, in many parts of the world services for children with intellectual disabilities have progressed from institutional placements to services that enable full participation in general educational settings, including higher education (Morningstar & Kurth, 2017; Winzer, 2009). Such developments have not been without obstacles, and a seemingly infinite loop of refinement by researchers and policymakers to accomplish equitable access and inclusion persists (Wehmeyer et al, 2021).…”

“…This means that the student is ‘placed in mainstream education settings with some adaptations and resources, but on condition that they can fit in with pre‐existing structures, attitudes and an unaltered environment’ (UNESCO, 2017, p. 7). However, when given the opportunity for access to educational settings and supported by the coordination of services, individuals with intellectual disabilities can and do become engaged and contributing members of their communities (Forlin & Chambers, 2020; Morningstar & Kurth, 2017; Wehmeyer et al, 2021). Beyond this, there is an ethical and moral imperative to include students with disabilities in all aspects of everyday life, especially schooling, as the history of their treatment encompasses centuries of cruelty, ridicule, exclusion and maltreatment (see Baynton, 2013; Trent, 1994), the effects of which linger in many parts of the world today.…”

“…However, when given the opportunity for access to educational settings and supported by the coordination of services, individuals with intellectual disabilities can and do become engaged and contributing members of their communities (Forlin & Chambers, 2020;Morningstar & Kurth, 2017;Wehmeyer et al, 2021).…”