Least restrictive environment in a secondary school

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dc.contributor.authorSiedelman, David
dc.date.accessioned2025-11-02T19:13:58Z
dc.date.available2025-11-02T19:13:58Z
dc.date.issued2004
dc.description.abstractLeast Restricted Environment (LRE) for students in a general education classroom with at least one disability has been debated for years. LRE which was previously known as full inclusion is now identified as Least Restricted Environment. In recent times, this controversy of LRE has been a very well known concern of parents, teachers and faculty. Research on LRE presents the pros and cons of LRE. Some studies indicate that special education students with disabilities perform better in a general education environment. Other studies indicate that special education students do not behave appropriately or benefit from being in general education classrooms. Secondary teachers have opposing views. Some middle and high school teachers believe that students with disabilities should be fully included in general education environments. Others feel LRE was not meant for every special education child. My goal for this research is to discuss the pros and cons of LRE for special education students in a secondary school environment? What needs to be done for teachers to be successful in a LRE/General Education classroom? The above questions will be addressed in the following chapters.
dc.identifier.urihttps://hdl.handle.net/20.500.11803/4940
dc.language.isoen
dc.publisher.institutionNational University (NU)
dc.subjectEducational administration
dc.titleLeast restrictive environment in a secondary school
dc.typeThesis
thesis.degree.disciplineEducational Administration
thesis.degree.grantorNational University (NU)
thesis.degree.levelMasters
thesis.degree.nameMaster of Science

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