David Hoppey

Are We Moving Toward Educating Students With Disabilities in Less Restrictive Settings

The least restrictive environment (LRE) mandate provides a preference for educating students with disabilities in general education classrooms while allowing separate class services as necessary to meet student needs. This study investigated changes in national LRE placement trends for students with disabilities from 1990-1991 through 2007-2008. Findings revealed a significant increase in placements in general education settings and a substantial decrease in more restrictive placements. Placement practices for students at the secondary level changed substantially more than placements for elementary students, although both groups moved toward significantly less restrictive placement practices. Students with learning disabilities accounted for much of the overall change in placement practices, whereas students with emotional or behavioral disorders and intellectual disabilities experienced smaller changes in less restrictive placements.

A Case Study of Principal Leadership in an Effective Inclusive School

This investigation examined the role of the principal in school change during the current era of high-stakes accountability. Qualitative methods were used to conduct a case study of one principal who had a record of success in leading school change efforts and developing a model inclusive program in his school. The results of the case study revealed that the principal viewed his primary role as “lubricating the human machinery,” or providing support for teachers so that they could do their best work. He enacted this role by nurturing and caring for his staff, buffering his faculty from external pressures associated with high-stakes accountability, providing high-quality professional development, and ensuring that teachers had opportunities to assume leadership roles in the school. The implications of these findings for practice are discussed.

Educating Students with Mental Retardation in General Education Classrooms

Empirical evidence and federal mandates support the notion that students with mental retardation (MR) should spend some or much of the school day in general education classrooms. This study investigated trends in state-level rates for placing students in different educational settings between 1989–90 and 1999–2000. The research utilized state-reported data published in the Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Results indicate that during the 1990s (a) identification rates remained stable, (b) the proportion of students labeled with MR placed in general education classrooms for some or much of the school day increased from 27.3% to 44.7%, (c) placement in separate settings decreased from 72.7% to 55.3%, and (d) the proportion of students with MR placed in separate facilities decreased by 46%. Evidence also suggests that the U.S. has reached a plateau in educating students with MR in general education classrooms. Implications and suggestions for future research are provided.

Data Literacy: Understanding Teachers' Data Use in a Context of Accountability and Response to Intervention.

Abstract Within the current high-stakes accountability context, student achievement data have become a central focus for instructional decisions given that teachers are held accountable for student performance. Furthermore, as response to intervention is implemented nationwide to identify and monitor students with disabilities, teachers will be required to use student data and become effective instructional decision makers who tailor instruction to meet the academic needs of all students. The aim of this study is to understand the qualitatively different ways that current practicing teachers are using data to inform instruction. Findings from teacher interviews are presented through the image of a ladder representing the stages that teachers experience as they engage in data usage to inform their instructional decision making. These findings have implications and possible applications for teacher educators and school-based practitioners alike in better supporting the professional development of preservice and in-service teachers for this data-driven context of schools.