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ABSTRACT
One of the fundamental values built in to current spe
cial education practice is the notion of equity for students with disabilities. In a review regarding the least restrictive environment (LRE), Yell (1995) said, "LRE is a principle stating that students with disabilities are to be educated in settings as close to regular classes as appropriate for the child" (p. 193). Although almost all stakeholders agree with these goals in principle, there is significant and heated debate in the professional community about how to achieve these goals. Much of the discussion on LRE seems to reflec a specific place--a physical context such as the general education classroom. In this article, we draw on a sociocultural framework to propose an expanded view of LRE. Specifically we argue that a focus on the physical setting is not the most appropriate unit of analysis. Rather, we suggest that the same placement or setting can be either facilitating or restrictive, depending on the social organization of specific activity settings that comprise a given context. A different view is provided by sociocultural theory, which proposes a unit of analysis that includes the individual in interaction with a specific activity setting.
ONE OF THE FUNDAMENTAL VALUES BUILT IN to current special education practice is the notion of equity for students with disabilities. Under current federal legislation, the Individuals with Disabilities Education Act (IDEA) is operationalized with the requirements that states must provide a free appropriate public education to qualified students, to the maximum extent possible a child with disabilities must be educated in the least restrictive environment (LRE), and education is to be individualized and appropriate to the child's needs. In a review of this issue, Yell (1995) said, "LRE is a principle stating that students with disabilities are to be educated in settings as close to regular classes as appropriate for the child" (p. 193).
While almost all stakeholders agree with these goals in principle, there is significant and heated debate in the professional community about how to achieve these goals. Often, these disagreements have centered on specific aspects such as mainstreaming and full inclusion (see, for example, Council for Exceptional Children, 1993; Learning Disabilities Association, 1993; National Association of State School Boards of Education, 1992;...