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Semi structured qualitative interviews and an archival data review will be used during the study. The interviews will allow the participants to dig deeper and share their experiences and perspectives of reintegration. The archival data review will analyze student’s transcripts or records, attendance, grades, disciplinary incidents. Policy and procedures handbooks related to inclusion will be examined as well.

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Although there is a plethora of research involving the transition process for students with disabilities prior to completing school.  There was little research pertaining to effective transition programs for students moving from a restrictive setting back to a less restrictive neighborhood school. Limited knowledge about best practices and specific transition programs leaves educators at a loss for appropriate protocols and strategies that can be used to assist these students.  The lack of such research may explain why schools are not doing an adequate job of supporting students upon their return back to the district.

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Next Steps/Future Direction of the Research 

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Next Steps/Future Direction of the Research 

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•   Reintegration- to integrate again into an entity

•   Severe disabilities-students with moderate to profound intellectual, communication, behavioral, physical, sensory and health disabilities.

•   Transition- passage from one state, stage, subject, or place to another.

•   Day program- a specialized school program thatis capable of meeting the complex needs of students with severe disabilities

•   Restrictive setting- students with disabilities are educated with their disabled peers usually in a self-contained environment.

•   Out of district setting/placement- a school that is not part of the districts public school system.

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What are the perceptions of  teachers,  with regard to the reintegration process?

What are the concerns, fears, and hopes of teachers as they prepare to transition students back to their neighborhood school?

How do teachers in the receiving school view inclusion, and how does it effect their daily practice?

How does a transition plan impact student outcomes?

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Students who reintegrate back to their neighborhood schools often experience a myriad of challenges. When these problems, and student needs are not addressed during the transition period school failure is inevitable. Developing a strong transition program designed to support students, parents and school teams will improve positive student outcomes. Reducing the likelihood of reentry into a day program, poor grades, and possible drop out.

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Students who transition back to their neighborhood schools after being placed in a more restrictive setting often face significant challenges that have lasting negative effects.  Upon returning many of these students, experience problems that lead to poor grades, an increase in negative behavior, and regression in social and emotional gains. As a result, an effective plan or program(s) is needed to ensure successful reintegration.

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The purpose of this research is to closely examine effective transition programs for students with disabilities reintegrating back to their neighborhood schools from out of district placements. The research will also validate the dire need to implement such programs in urban districts to improve academic, social and future success for students with disabilities.

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Since the establishment of the Individuals with Disabilities Education Act, schools have struggled to find ways to include students with disabilities in the educational environment. Although we have made significant progress many schools still find it difficult to place students with disabilities in the appropriate settings. While the law is clear about placement options and maximum integration for disabled students, IEP teams continue to struggle to place students with severe disabilities in the least restrict environments. Students with significant disabilities are often placed in a more restrictive setting outside of their district without any plans to integrate them back into the school community. As a result, students who reintegrate back to their neighborhood schools often experience a number of significant challenges. Students reentering school are more likely to have declining grades, poor social interactions and increased disciplinary infractions (Trout, Tyler, Stewart, & Epstein, 2012). Many of these challenges are due to the lack of knowledge surrounding student reintegration and poor planning.  School teams that develop strong transition plans greatly improve student outcomes.

The study will examine the perceptions and attitudes of teachers, and students as it relates to the reintegration process.  This study will also explore strategies and programs to reintegrate students with severe disabilities back into their neighborhood schools from out of district placements.  Additionally, barriers to successful reintegration and factors that impede a smooth transition will be evaluated in the hopes of developing a transition program in urban school districts.

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Ed.D Student, Drexel University
Special Education Case Manager Philadelphia School District
e-mail:cdb82@drexel.edu