Research shows that when implemented effectively, inclusive classrooms and schools promote higher academic outcomes, improve social skills, and increase self-esteem for students with disabilities and help non-disabled students develop higher levels of acceptance and respect for others. For this reason, the Individuals with Disabilities Education Act (IDEA) mandates that any student with an Individual Education Program (IEP) must be educated in the Least Restrictive Environment (or “LRE”), spending as much time as appropriate with non-disabled peers. “To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” 20 U.S.C.§1412(a)(5)(A).

While we focus on individualized needs of students with disabilities, we also must evaluate the systems, including the mission and beliefs, that provide a foundation for students to not only access their least restrictive environment but also thrive. For inclusive education to succeed, local educational agencies (LEAs) must commit to evaluating and planning their efforts under the following domains. Each of the areas are underpinned by evidence-based practices (EBPs) for building sustainable inclusive education systems, as identified through rigorous research (Ryndak et al., 2022).  In the following section, these domains are further described as:

1. Placement and Settings: Policies and practices that ensure support for integration of students with disabilities into general education settings and activities.
2. General Education Curriculum Content and Access: Content and conditions for all students which provide opportunities for engagement with the general education curriculum.
3. Instructional Practices: Utilization of evidence-based teaching methods to educate students with disabilities within general education environments.
4. Student and System Outcomes: Establishment of structures to review, maintain, and extend inclusive practices in alignment with educational goals and principles.

This resource can be used to enhance inclusive systems and practices while ensuring access to the LRE for students with disabilities. Data is collected annually that demonstrate the strengths and gaps related to state and local performance under Least Restrictive Environment, school age and preschool. While enhancing inclusive opportunities should be continuous practice, there exists great opportunity to utilize data-based decision making to drive improvements in a meaningful, intentional way to maximize the probability for sustainable success.

Key for tables: A "Y" meaning "Yes, likely" in the column indicates a Federal program that could be a funding source for a given activity; an "N" meaning "No, unlikely" indicates that the Federal program is an unlikely funding source.