Reconsidering LRE: Students with the Most Significant Cognitive Disabilities and the Persistence of Separate Schools

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Author(s)
Harold Kleinert, Jacqui Kearns

Description

This report has highlighted an important and persistent challenge: Many students with the most significant cognitive disabilities in the U.S. still attend separate schools. However, the huge variance across states in placement rates of students with significant disabilities is evidence that the severity of disability or intensity of support needs is not the driving factor in these discussions. For states, districts, and schools that want to examine their own placement rates for students with the most significant cognitive disabilities, this report has presented both a case study and a set of recommendations that may help them address this challenge. This report includes embedded interview clips with Kentucky educators who were part of the closure of separate schools in that state.

Suggested Citation

Kleinert, H., & Kearns, J. (2022). Reconsidering LRE: Students with the most significant cognitive disabilities and the persistence of separate schools. TIES Center. https://publications.ici.umn.edu/ties/reconsidering-lre/main

Details

Date
2022 
Type
Report 
Publisher
TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities