2019 TASH Conference
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Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.

Saturday, December 7 • 3:20pm - 4:10pm
Cracks in the Continuum: A Critical Analysis of Least Restrictive Environment Filling

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Federal laws require equitable access to education for students with disabilities through educational placement in the least restrictive environment (LRE). However, research has determined students with significant support needs (SSN) are overrepresented in segregated educational placements (Kleinert et al., 2015; Kurth, Morningstar, & Kozleski, 2014). This study explores justifications of LRE placement decisions for students with SSN through a critical qualitative analysis. Using qualitative methodology situated in a critical geography framework, three types of placement decisions for students with SSN were identified. Students with SSN were most often offered conditional placements and less frequently closed or open placements. Rationales for LRE decisions revealed barriers to accessing general education contexts related to hidden power dynamics, attempts to maintain social norms, and the use of ambiguous terminology. This research illuminates inequities relating to education placement decisions for students with SSN and recommends changes to policy and practice in order to build more inclusive school communities.

avatar for Katie McCabe

Katie McCabe

University of Wisconsin-Madison
avatar for Andrea Ruppar

Andrea Ruppar

University of Wisconsin-Madison
avatar for Jennifer Kurth

Jennifer Kurth

Associate Professor, University of Kansas
Inclusive Education

Saturday December 7, 2019 3:20pm - 4:10pm
Meeting Room: Gila-Monster 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226

Attendees (49)

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