The Persistence of Highly Restrictive Special Education Placements for Students With Low-Incidence Disabilities

被引：98

作者：

Kurth, Jennifer A. ^{[1
]}

Morningstar, Mary E. ^{[2
]}

Kozleski, Elizabeth B. ^{[3
]}

机构：

[1] Univ Kansas, Lawrence, KS 66045 USA

[2] Univ Kansas, Dept Special Educ, Lawrence, KS 66045 USA

[3] Univ Kansas, Special Educ Program, Lawrence, KS 66045 USA

来源：

RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES | 2014年 / 39卷 / 03期

关键词：

inclusive education; low-incidence disabilities; severe disabilities; instruction; SIGNIFICANT COGNITIVE DISABILITIES; INTELLECTUAL DISABILITIES; LEARNING-DISABILITIES; INCLUSION; ADOLESCENTS; AUTISM; IMPACT; INSTRUCTION; SETTINGS; CHILDREN;

D O I：

10.1177/1540796914555580

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U. S. territories report from the Office of Special Education Programs (OSEP) and discuss the status of the most restrictive special education placement settings for students with disabilities. In this analysis, we found that (a) states do not set rigorous improvement goals to reduce restrictive placements, (b) the percentage of students with disabilities placed in restrictive placements have remained essentially unchanged over the past decade, and (c) students with low-incidence (severe) disabilities are disproportionally placed in restrictive placements. These results suggest that segregated educational experiences continue for thousands of students with disabilities in spite of evidence that shows that opportunities to learn and develop are enhanced in more inclusive educational settings.

引用

页码：227 / 239

页数：13

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