Dimensions of Community and Inclusive Education Decisions for Students With Disabilities in Rural Schools

• In Event: Different Worlds: Inclusion and Belonging in Rural Education

Abstract

Despite inequitable placement decisions for certain groups of students with disabilities, researchers have begun to explore the influence of school locale (i.e., urban, suburban, or rural) on special education placement decisions. Using narrative inquiry, this research examined how least restrictive environment (LRE) decisions for students with disabilities are influenced by rural the context. Students with disabilities shared their experiences of inclusion and exclusion. Interviews with families and school staff contributed to the narrative about students with disabilities and LRE in rural schools and communities. Findings revealed conflicts among narratives about inclusive educational experiences and showed how dimensions of community (i.e., history, trust, and beliefs about independence) influenced LRE decisions.

Authors

• Katie Mae McCabe, Buffalo State University - SUNY

• Andrea Ruppar, University of Wisconsin - Madison