The Least Restrictive Environment: Its Application to Education

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Abstract
Few concepts have been more controversial, important and misunderstood than the "least restrictive environment principle." The author explores the history of the concept, particularly as it relates to the design and provision of educational programs to children and youth with disabilities. This historical account traces its origins to several legal cases, to the writings of numerous special education leader over a period of four decades, and to the more recent normalization principle. Next, the author examines, from both psychoeducational and sociopolitical perspectives, the controversial question, "Why integrate?" The discussion includes a review of recent research on attitudes toward disabilities, curriculum for severly and profoundly disabled students, the political meaning of integration, the economics of integrated schooling, program innovations, and parent/community responses to integration. Finally, the author identifies seven factors which can facilitate or impede application of the least restrictive environment.

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