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Book part
Publication date: 26 January 2010

Festus E. Obiakor, Mateba K. Harris, Anthony F. Rotatori and Bob Algozzine

The process of placing students into special education programming often begins with the teacher being able to identify appropriate educational placements (Rizza &

Abstract

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).

Details

Current Issues and Trends in Special Education: Identification, Assessment and Instruction
Type: Book
ISBN: 978-1-84855-669-0

To view the access options for this content please click here
Book part
Publication date: 26 January 2010

Abstract

Details

Current Issues and Trends in Special Education: Identification, Assessment and Instruction
Type: Book
ISBN: 978-1-84855-669-0

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