TY  - CHAP
AB  - The process of placing students into special education programming often begins with the teacher being able to identify appropriate educational placements (Rizza & Morrison, 2003). It is important that educators know how decisions regarding placement will impact the daily lives of students including their social interactions with peers and the curriculum used to service students. The least restrictive environment (LRE) mandate of the Education of All Handicapped Children's Act of 1975, later reauthorized as the Individuals with Disabilities Education Act (IDEA) of 1990 stated that students with disabilities must be educated with non disabled peers to the “maximum extent appropriate,” “and that they may be removed from the general education environment only if they cannot be satisfactorily educated with the use of supplementary aides and services” (Hosp & Reschly, 2003, p. 68). Furthermore, the LRE ensures that students with disabilities must have access to the general curriculum and be taught with their nondisabled peers (Turnbull, 2003). As a result, fully integrated applications of learning strategies designed originally for students with disabilities are implemented, and scores on No Child Left Behind (NCLB) have increased, and sanctioned accountability measures for all students have increased (Sailor & Roger, 2005).
VL  - 19
SN  - 978-1-84855-669-0, 978-1-84855-668-3/0270-4013
DO  - 10.1108/S0270-4013(2010)0000019013
UR  - https://doi.org/10.1108/S0270-4013(2010)0000019013
AU  - Obiakor Festus E.
AU  - Harris Mateba K.
AU  - Rotatori Anthony F.
AU  - Algozzine Bob
ED  - Festus E. Obiakor
ED  - Jeffrey P. Bakken
ED  - Anthony F. Rotatori
PY  - 2010
Y1  - 2010/01/01
TI  - Chapter 10 Beyond traditional placement: Making inclusion work in the general education classroom
T2  - Current Issues and Trends in Special Education: Identification, Assessment and Instruction
T3  - Advances in Special Education
PB  - Emerald Group Publishing Limited
SP  - 141
EP  - 153
Y2  - 2024/04/23
ER  -