The purpose of this qualitative descriptive study was to explore how parents of students with intellectual disabilities (ID) perceive the significance of LRE in IEPs and inclusion models at the elementary level in six school districts in northern Colorado. The sample included 13 parents of children with ID in grades K-5. The theory of normalization along with full and partial inclusion models provided the framework for this study. The source of data in this study consisted of thirteen parent participant interview transcripts with supplemental and contextual information being provided by IEP document reviews and observational protocols. Coding of data included two rounds, open and axial coding. The data revealed that LRE in student IEPs is of significance to parents as it complements their desires for inclusion, even though it is viewed as ambiguous due to its legal inference. Parental desires of full inclusion in general education classrooms, in neighborhood schools, with appropriate administrative support through an adequate quantity of trained paraprofessionals and teachers were also displayed in the study results. The parent perspectives in this study revealed that the partial inclusion model is significant for students with ID because it is better than no inclusion at all. The parent questioning of whether or not the needs of children with ID should and can be met through the full inclusion model remains to be answered, justifying more research into the significance of LRE in student IEPs and inclusion models for this population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]