Abstract
This article addresses the implementation of Least Restrictive Environment (LRE) principles in adapted physical education. Despite the legal mandates established by the Individuals with Disabilities Education Act, the field faces significant challenges, including a shortage of qualified professionals, overemphasis on universal inclusion, and the exclusion of student voices from placement decisions. Through analysis of historical context, implementation challenges, and a proposed Student-Centered APE Placement Model (SCAPM), this article provides a preliminary framework for making evidence-based placement decisions that prioritize student success. By integrating perspectives from a preservice teacher education candidate and current higher education practice, the framework offers practitioners a structured approach to navigating the complex terrain of LRE implementation while maintaining focus on individual student needs.
Recommended Citation
Martinez, Dillon R. and Charron, Samantha
(2025)
"Revisiting Least Restrictive Environment in Adapted Physical Education: A Framework for Evidence-Based Practice,"
Essays in Education: Vol. 31:
Iss.
2, Article 4.
Available at:
https://openriver.winona.edu/eie/vol31/iss2/4
Primary Author Bio Sketch
Dr. Dillon Martinez, Ed.D., is an Assistant Professor at Winona State University, where he serves as Director of the Developmentally Adapted Physical Education teacher preparation program. His research interests include adapted physical education teacher preparation and evidence-based AI implementation in APE, PE, and coaching.
Secondary Author Bio Sketch
Samantha Charron is an undergraduate student at Winona State University, where she is studying Physical Education, Adapted Physical Education, and Health.
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