Managing Inclusive Instructional Settings: Technology, Cooperative Planning, and Team-Based Organization.

As we move closer to the beginning of a new century, instructional options for students with disabilities are becoming more prevalent in classes frequented by their typical peers. Over the past 10 years, reform in education has stimulated a commitment by many general and special educators to teach learners with disabilities in natural educational environments. The commitment to teach students entirely in general education classes is by no means universal, and debates rage on concerning the appropriateness of such options for all learners with special needs (Cipani, 1995). The willingness, however, to determine if total inclusion is a viable option for students is now more prevalent than ever before. From the inception of PL 94-142 in the mid 1970s to the current reauthorization of the Individuals with Disabilities Education Act (IDEA), the concept of least restrictive environment (LRE) has been the cornerstone for understanding the current move toward more inclusive environments for students with special needs. In the past, parents and professionals occasionally misinterpreted the philosophy of the LRE. Basically, living and learning in the least restrictive environment means that individuals with disabilities have the right to participate in environments as close to normal as possible. Each situation is determined by a student's strengths and weaknesses. Originally, the principle of least restrictive environment was developed to offset the practice of placing learners in self-contained settings when their needs did not dictate placement in those environments (Langone, 1990). In addition, the principle of LRE held that individuals in residential settings should have educational goals designed to assist them in moving to less restrictive settings as soon as possible. The principle of least restrictive environment applies to all learners. For example, students with mild cognitive disabilities who have the skills to participate in general classes with support from special educators should be placed there fulltime. Similarly, learners with severe disabilities should not be placed in residential programs if they can benefit from being in public school classes. As a philosophy, least restrictive environment has emphasized the fluid nature of special education programs, and this philosophy can be considered the prelude to the current inclusive movement. For many reasons, inclusive environments have become increasingly popular in school systems across the United States. Some of these reasons are supported by research, and others