Special education consists of specially designed services available for students with disabilities, and should be available across placements. Students with the most significant disabilities continue to be taught in restrictive settings, despite accumulating evidence suggesting their special education services can be delivered effectively in general education settings. Every individualized education program (IEP) must contain a statement describing how the student will be provided a free and appropriate education in the least restrictive environment. The present study used content analysis to examine least restrictive environment statements of 88 students’ IEPs to determine what factors, including supplementary aids and services, were considered in making placement decisions. We further analyzed the classes and activities in which students participated in general education settings. Findings reveal supplementary aids and services were not considered in placement decisions, although a number of factors centering on curricular considerations, environmental demands, student deficit, and personnel requirements were noted in making placement decisions. We further found students primarily participated in non-academic instruction while in general education settings. Implications for policy, practice, and research are included.

中文翻译：

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有广泛支持需求的学生在安置决策中的考虑：LRE 声明的分析

特殊教育包括为残疾学生提供的专门设计的服务，并且应该跨实习提供。尽管有越来越多的证据表明他们的特殊教育服务可以在普通教育环境中有效地提供，但仍继续在限制性环境中教有最严重残疾的学生。每个个性化教育计划 (IEP) 都必须包含一份声明，说明如何在限制最少的环境中为学生提供免费和适当的教育。本研究使用内容分析来检查 88 名学生的 IEP 中限制最少的环境陈述，以确定在做出安置决定时考虑了哪些因素，包括辅助辅助工具和服务。我们进一步分析了学生在普通教育环境中参与的课程和活动。调查结果显示，在安置决定中没有考虑补充援助和服务，尽管在作出安置决定时注意到了以课程考虑、环境需求、学生赤字和人员要求为中心的许多因素。我们进一步发现学生在普通教育环境中主要参与非学术教学。包括对政策、实践和研究的影响。我们进一步发现学生在普通教育环境中主要参与非学术教学。包括对政策、实践和研究的影响。我们进一步发现学生在普通教育环境中主要参与非学术教学。包括对政策、实践和研究的影响。