Is Integration of Students with Disabilities Happening?-Reference-Cited by-同舟云学术

Is Integration of Students with Disabilities Happening?

Published:1994-07 Issue:4 Volume:15 Page:204-215
ISSN:0741-9325
Container-title:Remedial and Special Education
language:en
Short-container-title:Remedial and Special Education

Author:

Sawyer Richard J.¹,McLaughlin Margaret J.²,Winglee Marianne³

Affiliation:

1. Richard J. Sawyer received his PhD in special education from the University of Maryland and is currently senior research and evaluation officer at the Academy for Educational Development, Washington, DC. His research and evaluation interests focus on education for students with disabilities and at-risk students, as well as school health education. He has conducted instructional intervention research, as well as program and policy evaluation in special education. He is currently engaged in evaluating the...

2. Margaret J. McLaughlin received her PhD in education from the University of Virginia and is currently the associate director of the Institute for the Study of Exceptional Children and Youth at the University of Maryland/College Park. She has a long history in special education and has directed a number of research and evaluation efforts related to special education policy and practice. She currently directs the national Center for Policy Options in Special Education.

3. Marianne Winglee received her MS in statistics from George Washington University and is a statistician at Westat, Inc. Her research and writing interests include education policy, literacy, and survey sampling. Address: Richard J. Sawyer, Academy for Educational Development, 1255 23rd St. NW, Washington, DC 20037.

Abstract

This Study Analyzed National Program Record Data to Determine the Extent to which Students with Various Disabilities have been Integrated into General Public Schools, Since 1977, and General Education Classrooms, Since 1985. The Least Restrictive Environment (LRE) Mandate, Historical Origins of LRE, Recent LRE Initiatives, Including the Regular Education Initiative, and Relevant Research are Discussed. The Utility and Reliability of the Data are also Examined. Results Indicate that, Overall, Increases in Placements within General Public Schools have Occurred for Most Students with Disabilities. Increased Placements in General Education Classrooms have also Occurred and have been Even More Pronounced. Integration Patterns, However, have Varied Substantially Across Disabilities; Possible Reasons for these Differences are Presented.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/074193259401500402

Reference38 articles.

1. Where is Special Education for Students with High Prevalence Handicaps Going?

2. Some Empirically Derived Hypotheses about the Influence of State Policy on Degree of Integration of Severely Handicapped Students

3. State Variation in Placement of Children with Handicaps in Segregated Environments

4. The Regular Education Initiative Debate: Its Promises and Problems

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