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dc.contributor.authorLansey, Kirsten R.
dc.contributor.authorJackson, Lewis
dc.contributor.authorAgran, Martin
dc.contributor.authorRyndak, Diane
dc.contributor.authorJameson, J. Matt
dc.date.accessioned2024-06-27T16:12:27Z
dc.date.available2024-06-27T16:12:27Z
dc.date.issued2024-05-27
dc.identifier.citationLansey, K. R., Jackson, L., Agran, M., Ryndak, D., & Jameson, J. M. (2024). A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs. Research and Practice for Persons with Severe Disabilities, 0(0). https://doi.org/10.1177/15407969241252360en_US
dc.identifier.issn1540-7969
dc.identifier.doi10.1177/15407969241252360
dc.identifier.urihttp://hdl.handle.net/10150/672811
dc.description.abstractThe least restrictive environment (LRE) mandate has driven classroom placement decisions for the last five decades. It has been measured as the percentage of time students spend in general education contexts (i.e., Placement A: >80%; Placement B: 40-79%; Placement C: <40%). The mandate and its continuum of placements are predicated on the assumption that students can transition to less restrictive contexts, and that each placement will provide students with the skills needed to succeed in less restrictive contexts and, ultimately, in Placement A. Results from this descriptive analysis of survey responses from a sample of teachers and administrators of 98 elementary students with complex support needs indicate that less time in general education (Placements B and C) results in decreased access to single-grade classes, educator expertise, grade-aligned instructional materials, and general education curriculum. Furthermore, for most of the variables analyzed, the data suggest that Placement B is more closely aligned with Placement C than with Placement A, suggesting that it may function as a restrictive placement. We argue that current LRE implementation is resulting in placement and progress stagnation. To allow students with complex support needs to have inclusive and equitable learning opportunities, LRE must shift away from the concept of percentage of time in general education to requirements of student access to instruction on state-adopted grade-level general education standards within general education contexts and curriculum.en_US
dc.description.sponsorshipInstitute of Education Sciencesen_US
dc.language.isoenen_US
dc.publisherSAGE Publicationsen_US
dc.rights© The Author(s) 2024.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subjectgeneral curriculum accessen_US
dc.subjectinclusive educationen_US
dc.subjectleast restrictive environmenten_US
dc.titleA Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needsen_US
dc.typeArticleen_US
dc.identifier.eissn2169-2408
dc.contributor.departmentThe University of Arizonaen_US
dc.identifier.journalResearch and Practice for Persons with Severe Disabilitiesen_US
dc.description.noteImmediate access.en_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.identifier.pii10.1177/15407969241252360
dc.source.journaltitleResearch and Practice for Persons with Severe Disabilities
refterms.dateFOA2024-06-27T16:12:29Z


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