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However the term "mainstreaming" which is actually the cornerstone of LRE was not used or defined in these laws. It was only in 1985 that this term came to the fore and underscored the need of integration of special students with regular students in classes that were least demanding.
For over two decades now, the practice of inclusion and integration has been growing constantly and it is now firmly held that students with special needs be placed in general academic courses with regular students. This concept of inclusion is defined by Friend & Bursuck (1999) as "physical integration, placing students in the same room as their non-disabled peers; social integration, nurturing student relationships with peers and adults; and instructional integration, teaching students based on their needs and not a predetermined set of curricular standards" (p.4).
LRE is based on the belief that...
This restrictive environment is the classroom for special students with specific needs and not a regular educational setting. However many theorists, commentators and educators have disagreed with the practice of LRE as they feel that even when students are integrated, this is just a "physical integration" (Raines, 1996) that may not always open doors to complete social integration. LRE however remains a popular concept, which is being regularly implemented in schools across the country.
References
Raines, J.C. (1996). Appropriate vs. least restrictive: Educational policies and students with disabilities. Social Work in Education, v18 p113-128
Friend, M., & Bursuck, W. (1999). Including students with special needs: A practical guide for classroom teachers (2nd edition). Boston: Allyn and Bacon
Looking beyond the educational, social, and esteem needs of students, the practical considerations of LRE have given substance to the argument for LRE. Given the tight monetary budgets that many school districts are faced with to provide the bare essentials of conventional education, the provision of special education services is virtually impossible. Citing previous court rulings, the school districts often claim budget shortfalls as a selling point for the implementation
The teacher is then given this goal oriented time specific goal development document to aide in supplementing or altering instruction to meet the needs of the specialized student in inclusion and seclusion. (Filler & Xu, 2006, p. 92) This document and its development are created whenever and individual child is observed and then designated to need such assistance based on his or her inability to meet age appropriate developmental
Beth B. v. Lake Bluff School District 65 This case involved a determination of the appropriate placement for Beth B., a twelve-year-old girl with Rett Syndrome. Rett Syndrome, a condition that only affects girls, is generally considered a form of Autism and can significantly or profoundly impact a student's ability to function on several different dimensions. It is believed that her motor skills are somewhere in the five to seven-month range.
The IEP takes into account the results of the assessment while developing a plan for the future. The evaluation results include not only behavioral observations but also socio-cultural background. If the student has a physical disability, the IEP might address the need for specialized technologies or classroom adaptations. On the other hand, if the student has a learning disability, the IEP might include recommendations for lesson adaptation. The IEP is
10. What was the decision of the U.S. Supreme Court in Honig v. Doe? In this case, the Supreme Court was of the opinion that free and appropriate public education also applied to children having behavioral difficulties. Further, the Supreme Court also concluded that when a student's misbehavior has a definite connection to his or her disability, such a student should not be excluded from school. 11. Explain when a school must
" Mainstreaming entails allowing a disabled student to be integrated into the classroom with other non-disabled children and be able to learn amongst nondisabled chidren as well. In 1991, the U.S. Court of Appeals described the purpose and end goals of the mainstreaming or inclusion policy that comprises the LRE- "Under the Act, mainstreaming is a policy to be pursued so long as it is consistent with the Act's primary