Hard LRE Choices in the Era of Inclusion: Rights and Their Implications

IF 1.1 4区医学 Q3 REHABILITATION

Journal of Disability Policy Studies Pub Date : 2022-08-17 DOI:10.1177/10442073221113074

J. Kauffman, Mack D. Burke, D. Anastasiou

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引用次数: 6

Abstract

Rights of students are often misunderstood. Civil rights of minorities granted by the U.S. Supreme Court are confused with human rights of individuals with disabilities granted by the U.S. Congress. Federal law applying to the education of individuals with disabilities requires that difficult decisions be made by families and schools regarding how to address four different and interrelated provisions of Public Law 94-142 of 1975 (now the Individuals with Disabilities Education Improvement Act of 2004 or IDEA): (a) a free, appropriate public education (FAPE), (b) an Individualized Education Program (IEP), (c) placement in the least restrictive environment (LRE), and (d) a full continuum of alternative placements (CAP). Special attention is given to LRE because the full inclusion movement and other influences related to a portion of disability studies have made it the central issue in special education. Under the law, three hard-to-answer questions must be asked in all cases involving special education: (a) What is an appropriate special education for a particular student with a disability? (b) What is the LRE in which that most appropriate education can occur for that individual student? (c) What is the CAP related to that individualized appropriate education?

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包容性时代LRE的艰难选择：权利及其启示

学生的权利经常被误解。美国最高法院授予的少数族裔公民权利与美国国会授予的残疾人人权相混淆。适用于残疾人教育的联邦法律要求家庭和学校就如何处理1975年第94-142号公法（现为2004年《残疾人教育改善法》或IDEA）中四项不同且相互关联的规定做出艰难的决定：（a）免费、适当的公共教育，（b）个性化教育计划（IEP），（c）在限制最少的环境中安置（LRE），以及（d）完整的替代安置（CAP）。LRE受到特别关注，因为全面包容运动和与部分残疾研究相关的其他影响使其成为特殊教育的中心问题。根据法律，在所有涉及特殊教育的案件中，必须提出三个难以回答的问题：（a）对于特定的残疾学生来说，什么是合适的特殊教育？（b）什么是LRE，可以为每个学生提供最合适的教育？（c） CAP与个性化的适当教育有什么关系？

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Disability Policy Studies REHABILITATION-

CiteScore

3.20

自引率

0.00%

发文量

期刊介绍： The Journal of Disability Policy Studies addresses compelling, variable issues in ethics, policy, and law related to individuals with disabilities. A major focus is quantitative and qualitative policy research. Articles have implications in fields such as education, law, sociology, public health, family studies, medicine, social work, and public administration. Occasional special series discuss current problems or areas needing more in-depth research, for example, disability and aging, policy concerning families of children with disabilities, oppression and disability, school violence policies and interventions, and systems change in supporting individuals with disabilities.