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Behavior Analysis in Supported Education

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Integrated Lifecycle Services for Persons with Disabilities

Part of the book series: Disorders of Human Learning, Behavior, and Communication ((HUMAN LEARNING))

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Abstract

Perhaps the most significant change in the lives of individuals with disabilities over the past two decades has been in the structure of education within the school environment. Since the passage of Public Law 94–142 (the Education for All Handicapped Children Act of 1975), and the development of the least restrictive environment (LRE) concept, researchers, policymakers, and teachers have made numerous attempts to find the best educational solutions for children with disabilities. Not very long ago, these children experienced complete exclusion not only from state-of-the-art practices but also from public educational services in general. Arguments continue as to what constitutes the least restrictive environment, both in terms of the educational placement of students and the curriculum to be adopted. What is agreed upon is that children with disabilities must have contact with their nondisabled peers. There is disagreement, however, concerning the conditions under which this contact should occur.

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  1. Catherine G. Breen
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Editors and Affiliations

  1. Department of Educational Psychology, The University of Oklahoma, 73019-0260, Norman, OK, USA

    Kathryn A. Haring  & David L. Lovett  & 

  2. University of Washington, 98105, Seattle, WA, USA

    Norris G. Haring

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Breen, C.G. (1992). Behavior Analysis in Supported Education. In: Haring, K.A., Lovett, D.L., Haring, N.G. (eds) Integrated Lifecycle Services for Persons with Disabilities. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-2886-8_4

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