One of the most controversial issues currently facing educators is the extent to which students with learning disabilities should be included in general education classrooms. Although this issue has received much interest in professional literature, few data are available regarding placement trends for these students over time. This investigation was designed to address this issue by examining data from Reports to Congress regarding placement practices for students with learning disabilities over the last 6 years. The results revealed that students with learning disabilities are being educated in increasingly less restrictive settings, although placement practices differ considerably from state to state. The implications of these findings for future research and practice are discussed.
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