ABSTRACT
The current state of inclusion law can best be described as a “mixed bag.” In the early 1990s, a line of cases resulted in students with disabilities being placed in general education classes. More recently, there have been as many cases that have upheld a special education placement. Like much of special education law, it is becoming clear that the interpretation of the least restrictive environment requirement (LRE) is fact specific. That is, the characteristics of the individual student determine the outcome of the case.
