Examining General Education Access for Students with Extensive Support Needs in Kindergarten Through Third Grade

Abstract

Special education researchers argue about the provision of general education access for students with disabilities. In the United States, parents and school-based professionals collaboratively make two important decisions that relate to general education access. These decisions deal with ensuring a child's free and appropriate public education and the child's least restrictive environment. This study aimed to gain insight into the processes used to construct individualized educational programs (IEPs) while making these decisions. Respondents included 115 special education teachers of students with extensive support needs in kindergarten through third grade, each of whom filled out an anonymous, web-based survey about themselves, the students on their caseloads, their schools-classrooms, and school practices concerning IEP meetings. Specific information was collected about the extent of conversations around four items dealing with selecting educational placements, as well as about 15 types of supplementary aids and services. Findings revealed that the common use of draft IEPs related to greater levels predetermination (i.e., placement decisions made prior to the IEP meeting itself). Greater levels of predetermined placements, in turn, were tied to educational placements that were more restrictive. Although greater use of draft IEPs did not correlate with conversations that should be happening in IEP meetings, such general education-oriented discussions were related to greater sharing of different views about educational placements, about supplementary aids and services, and about the general education curriculum. As opposed to mandating inclusive placements, this study's recommendations aim to reform problematic practices. As such, this study's findings support additional oversight mechanisms for districts, schools and teachers, as well as free special education trainings, by state or district entities, for parents and school personnel.