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The analysis applies the “least restrictive environment” principle under IDEA, emphasizing how IEP teams begin with a presumption of general education placement. Findings summarize key differences in access to general education and participation in gifted and talented education, and highlight research-driven questions for policymakers and researchers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-settings-of-students-with-disabilities-in-charter-and-traditional-public-schools-october-8-2024/583032/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-settings-of-students-with-disabilities-in-charter-and-traditional-public-schools-october-8-2024/583032.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the “least restrictive environment” requirement under IDEA, and why does it matter?","Question",{"text":112,"@type":113},"IDEA requires that students with disabilities be educated in the least restrictive environment. The presumption is that students can be appropriately educated in general education settings, with deviations only when needed based on the student’s interests.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do charter schools and traditional public schools differ in how much time students with disabilities spend in general education?",{"text":117,"@type":113},"A greater proportion of students with disabilities in charter schools spend more than 80% of the day in general education (83.1%) compared with traditional public schools (67.5%). This difference has been consistent since at least 2012.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the brief report about gifted and talented education participation for students with disabilities?",{"text":121,"@type":113},"In traditional public schools, 1.3% of students with disabilities participated in gifted and talented education, compared with 6.4% overall. In charter schools, 0.6% of students with disabilities participated in gifted programs, compared with 2.4% of the general student population.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583032,1792061899,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","FAST FACTS  \nEducational Settings of Students with Disabilities in Charter and Traditional Public Schools  \nOCTOBER 8, 2024  \n3  \nOne of the most important guarantees of the Individuals with Disabilities Education Act (IDEA) is the requirement that each student with a disability be educated in the “least restrictive environment.”  \nDRIVEN BY RESEARCH showing better outcomes for students with disabilities in integrated settings,1 the law requires that each student with a disability be educated within general educational settings alongside nondisabled peers. More than a place, the “least restrictive environment” requirement ensures that every  \nstudent’s Individualized Education Program (IEP) team will start with a presumption that they can be appropriately educated in a general education setting, and deviate from that assumption only where the student’s interest requires it.2  \nThis third of six briefs analyzing data from the U.S. Civil Rights Data Collection (CRDC), covering the 2020–21 school year, explores the educational settings where students with disabilities spend their time.  \nAs was the case in our analysis of the previous CRDC covering the 2018–19 school year, students with disabilities spend more time in general education settings in charter schools than in traditional public schools. Students with disabilities are also underrepresented in gifted and talented education (GTE) programs, an important complement to ensuring students are educated in the least restrictive environment and provided access to general education curricula.  \nThis brief, covering the 2020–21 school year, explores the educational settings where students with disabilities spend their time.  \n1 National Council on Disability. (2018) . IDEA Series: The Segregation of Students with Disabilities.  \n[https://www.ncd.gov/assets/uploads/docs/ncd-segregation-swd-508.pdf](https://www.ncd.gov/assets/uploads/docs/ncd-segregation-swd-508.pdf).  \n2 Consortium of Citizens with Disabilities. (2019) . Least Restrictive Environment: A Requirement under IDEA.  \n[https://council-for-learning-disabilities.org/wp-content/uploads/2019/08/July-2019-CCD-LRE-Position-Statement-final-1.pdf](https://council-for-learning-disabilities.org/wp-content/uploads/2019/08/July-2019-CCD-LRE-Position-Statement-final-1.pdf).  \n Educational Settings of Students with Disabilities in Charter and Traditional Public Schools | OCTOBER 8, 2024 2  \nThe Center for Learner Equity (CLE) is committed to catalyzing student success and eradicating the complex, pervasive, and systematic barriers that prevent students with disabilities from accessing quality educational opportunities and choices, robust support, and inclusive environments. We accomplish this through research, advocacy, coalition formation, and capacity building with national, state, and local partners.  \nThe Civil Rights Data Collection (CRDC), maintained and released biennially by the U.S. Department of Education’s Office for Civil Rights (OCR) since 1968, publishes data on leading indicators related to access and barriers to education opportunities from early childhood through grade 12. With each biennial release, CLE analyzes similarities and differences in student populations and student experiences in public charter schools and traditional public schools for students with disabilities. Understanding these national-level data supports success for students with disabilities without regard to educational setting and placement.  \nThe findings shared in this brief are based on data reported in the 2020-2021 CRDC, collected from 97,575 schools. This report uses a data-cleaning methodology that selected a sample of these schools. For more information about the methodology used in these briefs, including a data file and accompanying instructions, see our methodology brief here.  \nStudents with disabilities receive services under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and bo","cbCaibXgeTFUoOLv","https://ap.wps.com/l/cbCaibXgeTFUoOLv","pdf",2972082,"English","# Key Takeaways\n## Inclusion and general education access\n## Separate settings participation\n## Gifted and talented education representation\n# Key Questions for Policymakers and Researchers","[{\"question\":\"What is the “least restrictive environment” requirement under IDEA, and why does it matter?\",\"answer\":\"IDEA requires that students with disabilities be educated in the least restrictive environment. The presumption is that students can be appropriately educated in general education settings, with deviations only when needed based on the student’s interests.\"},{\"question\":\"How do charter schools and traditional public schools differ in how much time students with disabilities spend in general education?\",\"answer\":\"A greater proportion of students with disabilities in charter schools spend more than 80% of the day in general education (83.1%) compared with traditional public schools (67.5%). This difference has been consistent since at least 2012.\"},{\"question\":\"What does the brief report about gifted and talented education participation for students with disabilities?\",\"answer\":\"In traditional public schools, 1.3% of students with disabilities participated in gifted and talented education, compared with 6.4% overall. In charter schools, 0.6% of students with disabilities participated in gifted programs, compared with 2.4% of the general student population.\"}]","Educational Settings of Students with Disabilities in Charter and Traditional Public Schools - October 8, 2024 | PDF",1792045415,25]