“A Blurred Line”: The Role of District-Level Special Education Leaders in Interpreting "Least Restrictive Environment" (LRE) and "Inclusion"

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Policies and Their Implications for Enabling Learning and Inclusion (Table 29)

Abstract

Researchers have observed that local policy actors will adjust and interpret policies as they are applied within their local contexts. IDEA requires that students with disabilities be provided a free and appropriate public education (FAPE) in the least restrictive environment (LRE). However, given the interpretive latitude within the law and the wide discrepancy in how this law is applied, individuals making this determination within schools and district play a key role in creating a more inclusive educational system for students with disabilities. This study explores the role of District-Level Special Education Leaders (DSELs) in interpreting LRE when attempting to create more inclusive environments. Findings reveal how LRE is implemented on the local level and highlight the unexplored role of DSELs.

Author

• James C. Coviello, St. John's University