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首页> 外文期刊>American journal on intellectual and developmental disabilities: AJIDD >Trends in the Educational Placement of Students With Intellectual Disability in the United States Over the Past 40 Years
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Trends in the Educational Placement of Students With Intellectual Disability in the United States Over the Past 40 Years

机译：在过去的40年里，美国智力残疾学生教育安排的趋势

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In 1975, federal law mandated that children with disabilities be educated in their least restrictive environment, or alongside peers without disabilities in general education classrooms to the maximum extent appropriate. More than 40 years later, I investigated how national trends in educational placement have changed over time for students with intellectual disability. Specifically, I examined the degree placements have trended toward less restrictive environments. I found historical trends of incremental progress toward less restrictive settings, but no evidence of such progress in recent years. Furthermore, most students were educated predominantly in segregated settings every year. I discuss how these findings relate to previous studies, as well as implications for individualized education program teams and advocates for educational inclusion.
机译：1975年，联邦法律规定，残疾儿童受到最小限制性环境的教育，或者在一般教育教室中没有残疾的同行，以最大程度的适当。 超过40年后，我调查了具有智力残疾的学生随着时间的推移教育展示率的趋势。 具体而言，我检查了学位展示趋势趋向于限制性的环境。 我发现历史趋势增量进展较少的限制性环境，但近年来没有证据表明这些进展。 此外，大多数学生每年都受到教育的教育。 我讨论这些发现如何涉及以前的研究，以及对个性化教育计划团队和倡导者的教育包容性的影响。

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