Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If you need an accessible version of this item please contact JSTOR User Support

Criteria for Defining the Regular Classroom as the Least Restrictive Environment for LD Students

Timothy E. Heron and Michael E. Skinner
Learning Disability Quarterly
Vol. 4, No. 2 (Spring, 1981), pp. 115-121
Published by: Sage Publications, Inc.
DOI: 10.2307/1510996
Stable URL: http://www.jstor.org/stable/1510996
Page Count: 7
  • Read Online (Free)
  • Download ($40.00)
  • Subscribe ($19.50)
  • Cite this Item
If you need an accessible version of this item please contact JSTOR User Support
Criteria for Defining the Regular Classroom as the Least Restrictive Environment for LD Students
Preview not available

Abstract

Members of placement teams expend considerable time and effort on determining least restrictive environments for learning disabled children and youth. Unfortunately, the placement team must use criteria which are vague and subject to interpretation. The purpose of this paper is to delineate three observable and measurable variables in the regular classroom - response opportunity, teacher-student interaction, and social acceptance - which the team can use to make the initial placement decision and to evaluate educational progress in the future.

Page Thumbnails

  • Thumbnail: Page 
115
    115
  • Thumbnail: Page 
116
    116
  • Thumbnail: Page 
117
    117
  • Thumbnail: Page 
118
    118
  • Thumbnail: Page 
119
    119
  • Thumbnail: Page 
120
    120
  • Thumbnail: Page 
121
    121