Document Type
Article
Publication Date
Fall 2025
Abstract
Prior studies have demonstrated the benefits of increased time spent in the general education environments for students with disabilities. However, the literature lacks information specific to students who qualify under the Developmental Delay (DD) category. Therefore, this study examined the processes for how student placements are determined and implemented, as well as the impacts that various placements have on students with DD. This study utilized quantitative data from eight students’ Individualized Education Programs (IEPs) and Measures of Academic Progress (MAP) assessment scores. Qualitative data were collected from school personnel focus groups and school social worker and case manager questionnaires. The results of this study showed that the school staff lacked clear understandings of expectations for inclusion, which led to inconsistent application of the principle of Least Restrictive Environment (LRE). Several barriers to inclusion were identified, including this lack of clarity and collaboration time for students’ teams. Therefore, with more guidance, clarity, and time, school staff may be more equipped to make appropriate decisions on students’ LREs and implement more inclusive placements.