Local variations in least restrictive environment placements for preschool children with disabilities

This study examined local response to the implementation of the least restrictive environment provision for preschool children with disabilities within two counties in New York State during the 1994-97 school years. A qualitative approach was used to describe and explain those factors that influenced the implementation of the least restrictive environment mandate. Using an adapted interview protocol with permission, open-ended interviews were conducted with four groups in each county: Committee on Preschool Special Education Chairpersons, County Representatives, Preschool Special Education Directors, and Head Start Directors.;County A and B identified three factors as influential in the implementation of the least restrictive environment mandate: (a) state policy, (b) cost, and (c) organization of the Committee on Preschool Special Education. County A viewed the 1996 legislative changes as influential in affecting positive changes in the preschool delivery system. Although the County Representative was responsible for the costs of preschool special education, all remaining groups in County A recognized the influence of cost in the implementation of the least restrictive environment mandate. All four groups in County A perceived a conflict of interest in the role of the evaluator at committee meetings. The County A Representative was considered pro-active by the other groups for her leadership in initiating the collaboration of committee members in developing more placement options in the least restrictive environment.;Some interviewees in County B viewed the 1996 legislation as a top-down state initiative and the submission of the business plans was discussed by several preschool directors as a measure to force change at the local level. The cost of preschool special education was not viewed as influential. The role of the evaluator was not perceived as a major conflict of interest at committee meetings in County B. However, in County B, no group was identified in assuming a leadership role and each committee structure was viewed as functioning separately, but collaboratively, in implementing the least restrictive environment mandates.;Recommendations for further research included the need for an analysis of the affect of the business plans over the two year period to reduce the percentage of preschool children with disabilities in special classes in New York State. Additionally, research is lacking on the decision-making process of the Committee on Preschool Special Education to increase understanding of the role of each member and how the least restrictive environment policy is interpreted at the local level.