Does The LRE Items From The Principle Of Exclusion

Educating children in the LRE stems from the principle of exclusion. This is for children that show that the regular classroom is not the appropriate placement when it comes to inclusion. The LRE focuses on the claim justifying that it is in the best interest of the children with and without and disabilities as well as regular classroom teachers. Children with disabilities need to be excluded from the regular classroom setting for some part of or even the entire time (Dudley-Marling and Burns, 2014). The inappropriate placement of children with disabilities in regular classroom setting is based on the argument of full inclusion, which includes children with severe disabilities. Even with the claim that the regular classroom setting is inappropriate at times for children with disabilities, there still is a focus on children requiring special assistance from professionals that have been trained in areas involving children with disabilities. In this case regular classroom teachers may not have the proper training and lack specialized knowledge to meet the needs of children with disabilities. Research has also states that the large class size and unmodified curricula would be difficult for regular classroom teachers

LRE supporters point out that the provision of appropriate instruction is not based on the specific environment, but what is best for children with and without disabilities. (Dudley-Marling and Burns, 2014). For the research on inclusion and exclusion this statement from the article means a lot “from this perspective, seeking inclusion at the perceived expense of effective instruction by thrusting students into environments for which they are unprepared and which are unprepared for them is neither fair nor just” (Anastasiou and Kaugffmann, 2011) (Dudley-Marling and Burns,