Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Leadership
First Advisor
Belkis Choiseul-Praslin, Ph.D.
First Committee Member
Dave Heitman, Ed.D.
Second Committee Member
Margaret Roberts, Ed.D.
Abstract
This qualitative case study examines how Special Education Local Plan Agency (SELPA) directors in California interpret and communicate the Least Restrictive Environment (LRE) mandate under the Individuals with Disabilities Education Act (IDEA). The study explores how SELPA directors understand LRE and how this understanding is conveyed to district-level administrators. Data were collected through interviews and document review across selected SELPAs and analyzed thematically using the Boundary Spanning framework. Findings show that SELPA directors view LRE as both a legal obligation and a collaborative, context-dependent process. They act as intermediaries, translating federal and state mandates into locally usable guidance while balancing compliance with the realities of inclusive practice. Communication occurs through formal means such as policy documents and professional development, as well as informal, relationship-based interactions. This study highlights the pivotal role of SELPA directors in advancing inclusive education beyond procedural compliance. Their leadership reflects practices that are responsive, relational, and equity driven.
Pages
99
Recommended Citation
Suttle, Robin. (2025). How the Least Restrictive Environment Mandate is Interpreted by California Special Education Local Plan Agency Directors. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4315
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Accessibility Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Special Education Administration Commons
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
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