It shouldn’t be about where they sit, but about where they can succeed: A Pilot Study About Teachers’ Experiences with LRE in a Rural Middle School

Authors

Angela D. Norris, University of Northern ColoradoFollow
Silvia Correa-TorresFollow
Heather Tellier, University of Northern ColoradoFollow

Abstract

One of the key principles of the Individuals with Disabilities Education Act (IDEA, 2004) is to ensure that students with disabilities receive quality education with their non-disabled peers in the Least Restrictive Environment (LRE). Teachers are pivotal in fostering inclusive classrooms, yet rural schools face challenges in resource allocation, professional development, and recruitment and retention of qualified teachers and other personnel, making implementing inclusion and the LRE principle difficult. Research indicates rural educators feel ill-prepared to implement inclusive practices due to a lack of knowledge, limited resources, and specialized skills to support students who have disabilities. The purpose of this study was to explore general and special education teachers' knowledge and experiences with LRE in a rural middle school. Fourteen general and special education teachers from a rural school in a southern state participated in this study. Findings from this qualitative study identified three major themes. Each theme is presented in detail. Implications for practice and future research to inform the field will also be discussed.

Recommended Citation

Norris, Angela D.; Correa-Torres, Silvia; and Tellier, Heather (2025) "It shouldn’t be about where they sit, but about where they can succeed: A Pilot Study About Teachers’ Experiences with LRE in a Rural Middle School," Journal of Educational Research and Innovation: Vol. 13, Article 7.
Available at: https://digscholarship.unco.edu/jeri/vol13/iss1/7