Least Restrictive Environment and Collaboration: A Bridge Over Troubled Water

Korinek, Lori; McLaughlin, Virginia L.; Walther-Thomas, Christine

doi:10.1080/1045988x.1995.9944628

Cited by 6 publications

(3 citation statements)

References 35 publications

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“…In addition, conceptions of LRE have changed as our ability to provide effective instructional programs has improved. Moreover, special educators now know that students with disabilities are capable of achieving more than families and professionals believed possible a generation ago (Korinek et al, 1995). This has led to changes in the interpretation of the LRE mandate, resulting in a growing emphasis on the need to educate students with disabilities for increasing proportions of the school day in general education classrooms (Korinek et al, 1995;McLeskey, 2007).…”

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confidence: 96%

“…Given this context, the LRE mandate provided a clear preference for educating students with disabilities in general education classrooms while allowing separate class services in certain instances when such a placement was deemed more effective or better met the student's needs (Crockett, 1999;Korinek, McLaughlin, & Walther-Thomas, 1995;Osborne & Dimattia, 1994). More specifically, this mandate stated, To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.…”

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confidence: 99%

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Are We Moving Toward Educating Students With Disabilities in Less Restrictive Settings?

et al. 2010

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The least restrictive environment (LRE) mandate provides a preference for educating students with disabilities in general education classrooms while allowing separate class services as necessary to meet student needs. This study investigated changes in national LRE placement trends for students with disabilities from 1990-1991 through 2007-2008. Findings revealed a significant increase in placements in general education settings and a substantial decrease in more restrictive placements. Placement practices for students at the secondary level changed substantially more than placements for elementary students, although both groups moved toward significantly less restrictive placement practices. Students with learning disabilities accounted for much of the overall change in placement practices, whereas students with emotional or behavioral disorders and intellectual disabilities experienced smaller changes in less restrictive placements.

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Are We Moving Toward Educating Students With Disabilities in Less Restrictive Settings?

et al. 2010

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“…In addition, effective school professionals and family members learn from the inclusion partnerships created by schools to support students, family, and other professionals. Supportive partners recognize that when it comes to complex issues and problemsolving in special education, a team can accomplish more than an individual (Friend & Bursuck, 1996;Korinek, McLaughlin, & Walther-Thomas, 1995;Laycock, Korinek, & Gable, 1991 ;Nevin, Thousand, Paolucci-Whitcomb, & Villa, 1990;Putnam, 1993;Stainback & Stainback, 1996;Thousand, Villa, & Nevin, 1994;Villa & Thousand, 1995).…”

Section: Making Uninvited Inclusion Workmentioning

confidence: 96%