Least Restrictive Environment: Beyond the Law – Policy, Bias, and the Power To Decide How White, Female LEA Representatives Interpret and Make Placement Decisions in Arizona Schools

Abstract

This qualitative study investigates how Local Education Agency (LEA) representatives,predominantly white female educators, interpret and implement the Least Restrictive Environment (LRE) from Individuals with Disabilities Education Act (IDEA) when making placement decisions for Black, Indigenous, and People of Color (BIPOC) students in Arizona schools. This study uses systems theory and social constructionism as theoretical frameworks to examine the connections among vague legal mandates, institutional constraints, resource disparities, and personal bias in shaping educational placements. Through semi-structured interviews and vignette analysis, findings reveal that decisions are often influenced more by district policy, systemic pressures, and personal perspectives than student-centered equity concerns. Participants’ understanding of LRE differed, with many reverting back to compliance- driven approaches that perpetuate exclusionary practices and reinforce racialized outcomes. The research outlines how linguistic considerations, cultural expectations, and legal ambiguities shape special education placements that disproportionately affect students from historically underrepresented group. The study calls for more coherent policy guidance, equity-focused professional development, and a critical reimagining of inclusive education that foregrounds the lived experiences of underrepresented students. These findings have important implications for legal reform, educational leadership, and advocacy seeking to dismantle systemic barriers to equitable placement in special education.