Issues in Educational Placement: Students with Emotional and Behavioral Disorders

Issues in Educational Placement: Students with Emotional and Behavioral Disorders

Issues in Educational Placement: Students with Emotional and Behavioral Disorders

Issues in Educational Placement: Students with Emotional and Behavioral Disorders

Synopsis

Placement of students with disabilities in the least restrictive environment has become a central issue in special education. To date, no comprehensive treatment of placement issues is available, especially for students with emotional and behavioral disorders who present particularly difficult placement problems. This book combines data and discussions intended to further the understanding of how and why decisions are made to place students with emotional or behavioral disorders in particular educational environments. This volume establishes the problem of placement in a contemporary and historical context, reviews the literature on placement of students with emotional or behavioral disorders, and discusses placement options and concerns about multicultural issues, post-secondary education, law and regulation, demands on teachers, and policy choices.

Its goals are to:

• improve understanding of decision processes leading to placement,

• set the stage for improvements in pupils' lives in school and elsewhere, and

• stimulate research on the many placement issues that are left unresolved.

Excerpt

Issues regarding the placement of students in specific classes and schools have, for over a century, absorbed a substantial proportion of the energy devoted to the structure of U.S. public education. Many of the great controversies about education during the past five decades have been centered on questions about where students should to go school -- to what buildings and to what classrooms. The buildings and classrooms to which students are assigned have been points of controversy because these placements detemine in large measure what and how students will be taught and the peer groups with which students will associate. Student placement is the focus of controversies regarding the racial integration of public schools, heterogeneous ability grouping, and the appropriate education of students with disabilities in the least restrictive environment (LRE), as prescribed by the Individuals with Disabilities Education Act (IDEA) and prior federal legislation.

Placement of students with disabilities is a matter of great concern to advocates of special education for two primary reasons. First, appropriate education is extremely unlikely, if not impossible, for students with certain disabilities in some settings. Therefore, placement alternatives in which appropriate education is both possible and likely must be available to all students with disabilities. Second, all students with disabilities are entitled by law to an appropriate education in the setting that is least restrictive. Therefore, care must be taken in choosing for each student the appropriate placement alternative that entails the least personal restriction. Placement decisions are critically important both when the decision is to place a pupil in a more restrictive setting and when it is to return the pupil to a less . . .

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