Document Type
Article
Publication Date
Spring 2025
Abstract
When writing Individualized Education Plans (IEPs), the least restrictive environment (LRE) is typically defined as the general education classroom. However, this may not be held for all students. This research explores how LRE placement impacts academic performance and social engagement among students with disabilities. Through quantitative data collection and a descriptive research design, the study questions the assumption that inclusive practices are always the best approach. The findings indicate a statistical correlation between the amount of time spent in general education and the frequency of behavioral issues among students with disabilities. Specifically, data show that students exhibited more behavioral problems when they spent more time in the general education classroom compared to the special education classroom. Additionally, staff members are uncertain about implementing inclusion, particularly for students with higher needs. While this research provides valuable insights, further studies are necessary to fully understand the social-emotional impact of inclusion on students with disabilities.