Fissures dans le continuum : une analyse critique de l'environnement le moins restrictif pour les élèves ayant des besoins importants de soutien

Titre original en anglais : Cracks in the Continuum: A Critical Analysis of Least Restrictive Environment for Students with Significant Support Needs

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Mccabe, K. M., Ruppar, A., Kurth, J. A., Mcqueston, J. A., Johnston, R., & Toews, S. G. (2020). Cracks in the Continuum: A Critical Analysis of Least Restrictive Environment for Students with Significant Support Needs. Teachers College Record: The Voice of Scholarship in Education, 122(5), 1-28. https://doi.org/10.1177/016146812012200511

Date de publication: 01/05/2020 Ajout dans AutiHub: 09/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Katie M. Mccabe
  2. Andrea Ruppar
  3. Jennifer A. Kurth
  1. Jessica A. Mcqueston *
  2. Russell Johnston
  3. Samantha Gross Toews

Résumé

Contexte Les lois fédérales exigent un accès équitable à l'éducation pour les élèves en situation de handicap par le biais d'un placement éducatif dans l'environnement le moins restrictif (LRE). Toutefois, la recherche a établi que les élèves ayant des besoins importants de soutien (SSN) sont surreprésentés dans les placements éducatifs ségrégatifs. Objet de l'étude Cette étude examine les justifications des décisions de placement en LRE pour les élèves ayant des SSN au moyen d'une analyse qualitative critique. Nous avons évalué la manière dont les équipes des programmes d'éducation individualisés (IEP) interprètent le LRE et justifient les décisions de placement pour les élèves ayant des SSN. En outre, nous avons cherché à comprendre comment l'interprétation du LRE permet ou restreint l'accès à l'enseignement général pour les élèves ayant des SSN. Population Les élèves ayant des SSN sont ceux qui nécessitent un soutien dans plusieurs domaines et présentent souvent des handicaps relevant des catégories de l'autisme, de la déficience intellectuelle, des handicaps multiples et de la surdicécité. Plan de recherche Nous avons utilisé une méthodologie qualitative située dans un cadre de géographie critique. Les données provenaient des énoncés relatifs au LRE figurant dans les IEP d'élèves ayant des SSN. Chaque énoncé inclus dans cette étude a été utilisé pour identifier les trois espaces de relations de pouvoir issus de la théorie de la géographie critique : l'utopie, la dystopie et l'hétérotopie. Résultats Trois types de décisions de placement ont été identifiés. Les élèves ayant des SSN se voyaient le plus souvent proposer des placements conditionnels et, moins fréquemment, des placements fermés ou ouverts. Les justifications des décisions relatives au LRE ont révélé des obstacles à l'accès aux contextes d'enseignement général liés à des dynamiques de pouvoir cachées, à des tentatives de maintenir des normes sociales et à l'utilisation d'une terminologie ambiguë. L'analyse des données a également révélé que les justifications du LRE génèrent des hétérotopies de l'éducation spécialisée qui créent un accès illusoire au contexte et au contenu de l'enseignement général pour les élèves ayant des SSN. Conclusions/Recommandations L'application de la théorie critique aide à comprendre la surreprésentation persistante des élèves ayant des SSN dans des placements qui limitent l'accès à l'enseignement général. Les résultats de cette étude suggèrent l'abandon du continuum des placements en éducation spécialisée afin de démanteler les structures inéquitables de l'éducation spécialisée pour les élèves ayant des SSN.

Background/Context Federal laws require equitable access to education for students with disabilities through educational placement in the least restrictive environment (LRE). However, research has determined students with significant support needs (SSN) are overrepresented in segregated educational placements. Focus of Study This study explores justifications of LRE placement decisions for students with SSN through a critical qualitative analysis. We evaluated how individualized education program (IEP) teams interpret LRE and justify placement decisions for students with SSN. Additionally, we sought to understand how the interpretation of LRE permits or restricts access to general education for students with SSN. Population Students with SSN are those who require support across multiple domains and often have disabilities in the categories of autism, intellectual disability, multiple disabilities, and deaf-blindness. Research Design We used a qualitative methodology situated in a critical geography framework. Data were derived from the LRE statements found in IEPs of students with SSN. Each statement included in this study was used to identify the three power relationship spaces derived from critical geography theory: utopia, dystopia, and heterotopia. Findings Three types of placement decisions were identified. Students with SSN were most often offered conditional placements and less frequently closed or open placements. Rationales for LRE decisions revealed barriers to accessing general education contexts related to hidden power dynamics, attempts to maintain social norms, and the use of ambiguous terminology. Data analysis also revealed that LRE justifications generate special education heterotopias that create illusive access to the general education context and content for students with SSN. Conclusions/Recommendations The application of critical theory assists in understanding the continued overrepresentation of students with SSN in placements that limit access to general education. Findings from this study suggest the discontinuation of the continuum of special education placements to dismantle the inequitable structures of special education for students with SSN.

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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
54
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
1 / 54 (1,9 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
1 / 133 (0,8 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 1 / 15 (6,7 %). Auteurices cité·es distinct·es identifié·es comme autistes : 1 / 114 (0,9 %).
Occurrences citées rattachées à la base AutiHub
15 / 133 (11,3 %)
Auteurices cité·es distinct·es rattaché·es : 6 / 114 (5,3 %)
Occurrences rattachées, non identifiées comme autistes
14 / 15 (93,3 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 14 / 133 (10,5 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 5 / 6 (83,3 %).
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