How individualized education plan team members determine least restrictive environment and educational placement

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Julie Irene Bost (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Carl Lashley

Abstract: The purpose of this study was to explore how individualized education plan (IEP) teams determine least restrictive environment (LRE) and educational placement. This interview-based study asked 20 participants who have served on IEP Teams about the functioning of IEP Teams, particularly as the IEP Team determines LRE. Participants included five special education teachers, five general education teachers, five building-level administrators, and five parents of children with disabilities. Five major themes emerged from the data including: (a) student data and characteristics as deficits, (b) hierarchy of IEP Team members, (c) legal requirements as a burden, (d) lack of resources and funding, and (e) continuing and predetermination of placement. Within each theme, implications of the study are discussed, and recommendations for practice and additional research are presented.

Additional Information

Language: English
Date: 2015
Educational Placement, IEP Team, Individualized Education Plan, Least Restrictive Environment, LRE, Special Education
Individualized education programs
Individualized instruction
Special education
Inclusive education
Mainstreaming in education
Students with disabilities $x Education

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