| Abstract | Students with learning disabilities are taught in a variety of special education environments within the United States. Under federal law, students are required to be taught in an environment that is least restrictive as well as free and appropriate. While many children with learning disabilities are educated within public schools in inclusion classrooms, others receive their education in private schools or in homeschool settings. This study explores the process and findings of a qualitative research study conducted with seven parents and teachers that are associated with either full inclusion classrooms, schools for students with learning disabilities, or homeschool settings. In an attempt to better understand the lived experiences of parents and teachers regarding special education, structured interviews were conducted with the participants and data were examined and coded to uncover overlapping themes. The findings reveal positive and negative themes within and across each of the special education settings studied. |
