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Learning Disabilities and the LRE Mandate: An Examination of National and State Trends
Author(s) -
McLeskey James,
Landers Eric,
Hoppey David,
Williamson Pamela
Publication year - 2011
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2011.00326.x
Subject(s) - learning disability , psychology , special education , mandate , mathematics education , least restrictive environment , developmental psychology , medical education , mainstreaming , medicine , political science , law
This study was conducted to examine changes in the identification rates and national and state placement practices for school age students with learning disabilities (LD) between 1990–1991 and 2008–2009. Findings revealed that while identification rates of students with LD declined by about 4 percent during this time, general education placements increased over 166 percent, pullout placements declined by more than 50 percent, while students educated in highly restrictive separate class and separate school settings declined by approximately 60 percent. Unlike earlier studies, most states made at least some progress toward educating students with LD in less restrictive settings. Much of the change in placement practices for students with LD occurred since 2000.