One Family's Perspective of Their Experiences with School and District Personnel over Time Related to Inclusive Educational Services for a Family Member with Significant Disabilities (Report‪)‬

Introduction Since the passage of special education legislation (i.e., P.L. 94-142 [U.S. Department of Education, 1975], Individuals with Disabilities Education Act [U.S. Department of Education, 2004]), many parents have advocated for their children with disabilities to spend more time in learning environments that least restrict their child's access to general education and to peers without disabilities. Federal regulations mandate that schools first consider whether the needs of a student with disabilities could be met in inclusive general education contexts, prior to considering more restrictive contexts. In spite of this many families struggle to have special education services and supports provided for their children with significant disabilities in general education contexts (Soodak & Erwin, 2000).