ABSTRACT
The place where special education occurs received increasing emphasis during the last 20 years of the twentieth century. Beginning in the 1980s, some advocates emphasized the “least restrictive environment” clause of U.S. laws. This reflected concerns about deinstitutionalization and its benefits, especially for students with moderate and more substantial disabilities. It is important not to exclude people who have disabilities from participating in the environments of their peers. Some advocates recommended full inclusion—all students should participate in general education all the time. Not everyone agreed, however. Those who disagreed suggested that some students needed to have special learning environments; for some students a general education situation would, in fact, be restrictive. The authors of the chapters in this section discuss where special education occurs. Consider these questions to help you think ahead about the where topic.
Should all students with disabilities be in the same classrooms and go to the same schools as their non-disabled peers?
Is it possible that some students with disabilities will have better outcomes in special settings than general settings?
Does the place special education services are delivered affect how well they will be delivered? Can special education services be the same, regardless of where they are provided?
Why does the place question matter more to some advocates than it does to others?
