The Least Restrictive Environment (LRE) requirements of the Individuals with Disabilities Education Act address factors to consider in educating students with and without disabilities together to the maximum extent appropriate. This chapter is designed to examine the origins and evolving interpretations of the LRE concept in special education policy and practice. Discussion traces the evolution of the concept as a legal principle, and reviews its application to educational strategies for students with learning and behavioral disabilities in contemporary schools. In conclusion, the future of the LRE concept is addressed in light of competing policies promoting presumptive inclusive education, and publicly funded school choice programs promoting greater involvement of parents in choosing where their children with and without disabilities should be educated.
Crockett, J. (2014), "Reflections on the Concept of the Least Restrictive Environment in Special Education", Special Education Past, Present, and Future: Perspectives from the Field (Advances in Learning and Behavioral Disabilities, Vol. 27), Emerald Group Publishing Limited, pp. 39-61. https://doi.org/10.1108/S0735-004X20140000027004Download as .RIS
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