Date

5-16-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Gail Collins

Keywords

LRE, special education, autism, inclusion

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this qualitative, descriptive, multi-site case study was to determine the criteria individualized education program (IEP) teams used to find the least restrictive environment (LRE) placement for a student with autism spectrum disorder (ASD) at the elementary school level. The theoretical framework of this study was Maslow’s theory of human motivation, which described a hierarchy that should be in place for students to be ready to learn. Knowles’s adult learning theory also guided this study as it described how the adults’ experience shaped their decision-making. I collected data through direct observations, interviews, and focus groups. Utilizing a purposeful sampling of 10 participants, I included members from IEP teams in two public schools and one private school with students with ASD and a continuum of placements. The IEP team included intervention specialists, special education directors, parents, and a psychologist. The data were evaluated through a researcher-developed coding system utilizing Stake’s multiple case study analysis. Finally, I analyzed the results through pattern matching and cross-case analysis. Data analysis revealed four overall themes: (a) appropriate placement, (b) prior experience, (c) levels of functioning, and (d) placement changes. The findings of this study showed that parents need to have a more meaningful part of the IEP meeting and actively participate in making LRE placement decisions. The findings also revealed that the IEP team must use data on students’ academic levels, sensory processing, and behavioral concerns to make appropriate placement decisions.

Download

Share

COinS