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Toward the Realization of the Least Restrictive Educational Environments for Severely Handicapped Students

Toward the Realization of the Least Restrictive Educational Environments for Severely Handicapped... It is now the responsibility of educators to provide for the education of severely handicapped students in what has been referred to as “the least restrictive educational environment.” This paper discusses least restrictive educational environments in relation to segregation versus integration, interactions with nonhandicapped age peers, the ratio between handicapped and nonhandicapped students, chronologically age-appropriate educational environments, architectural barriers and prosthetized environments, “normal” organization of the school day, equal access to school facilities and resources, transportation, and ancillary services. The fundamental premise offered here is that educational service delivery models for severely handicapped students must closely approximate the best educational service delivery models used for nonhandicapped students. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png AAESPH Review SAGE

Toward the Realization of the Least Restrictive Educational Environments for Severely Handicapped Students

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Publisher
SAGE
Copyright
© 1977 TASH
ISSN
0147-4375
eISSN
2169-2408
DOI
10.1177/154079697700200402
Publisher site
See Article on Publisher Site

Abstract

It is now the responsibility of educators to provide for the education of severely handicapped students in what has been referred to as “the least restrictive educational environment.” This paper discusses least restrictive educational environments in relation to segregation versus integration, interactions with nonhandicapped age peers, the ratio between handicapped and nonhandicapped students, chronologically age-appropriate educational environments, architectural barriers and prosthetized environments, “normal” organization of the school day, equal access to school facilities and resources, transportation, and ancillary services. The fundamental premise offered here is that educational service delivery models for severely handicapped students must closely approximate the best educational service delivery models used for nonhandicapped students.

Journal

AAESPH ReviewSAGE

Published: Dec 1, 1977

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