Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs
By: Morningstar, Mary E.
Contributor(s): Kurth, Jennifer A.
Series: Inclusion 5 (2) June 2017: 83-93. 2017Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): SEVERE PROFOUND AND MULTIPLE DISABILITIES | STUDENTS | EDUCATION | INCLUSIVE EDUCATION | LEAST RESTRICTIVE ENVIRONMENT | UNITED STATES OF AMERICA | LREOnline resources: Read this article Summary: 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.Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
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Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | W0010719 |
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.
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