Educational placement of students with autism

The impact of state of residence

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with autism spectrum disorders in inclusive, mainstreaming, self-contained, and separate schools. This variation suggests that factors beyond child characteristics, such as IQ, play a major role in educational placement decisions. Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes. As a whole, it is unlikely that child characteristics alone determine placement outcomes.

Original languageEnglish (US)
Pages (from-to)249-256
Number of pages8
JournalFocus on Autism and Other Developmental Disabilities
Volume30
Issue number4
DOIs
StatePublished - Dec 1 2015
Externally publishedYes

Fingerprint

Autistic Disorder
Students
Special Education

Keywords

  • auditory processing
  • autism
  • inclusion
  • instruction
  • placement

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Clinical Neurology
  • Neurology
  • Cognitive Neuroscience
  • Psychiatry and Mental health

Cite this

Educational placement of students with autism : The impact of state of residence. / Kurth, Jennifer A.

In: Focus on Autism and Other Developmental Disabilities, Vol. 30, No. 4, 01.12.2015, p. 249-256.

Research output: Contribution to journalArticle

@article{485e68989ba04c3384c1fb0e4ff95fe4,
title = "Educational placement of students with autism: The impact of state of residence",
abstract = "Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with autism spectrum disorders in inclusive, mainstreaming, self-contained, and separate schools. This variation suggests that factors beyond child characteristics, such as IQ, play a major role in educational placement decisions. Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes. As a whole, it is unlikely that child characteristics alone determine placement outcomes.",
keywords = "auditory processing, autism, inclusion, instruction, placement",
author = "Kurth, {Jennifer A}",
year = "2015",
month = "12",
day = "1",
doi = "10.1177/1088357614547891",
language = "English (US)",
volume = "30",
pages = "249--256",
journal = "Focus on Autism and Other Developmental Disabilities",
issn = "1088-3576",
publisher = "SAGE Publications Ltd",
number = "4",

}

TY - JOUR

T1 - Educational placement of students with autism

T2 - The impact of state of residence

AU - Kurth, Jennifer A

PY - 2015/12/1

Y1 - 2015/12/1

N2 - Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with autism spectrum disorders in inclusive, mainstreaming, self-contained, and separate schools. This variation suggests that factors beyond child characteristics, such as IQ, play a major role in educational placement decisions. Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes. As a whole, it is unlikely that child characteristics alone determine placement outcomes.

AB - Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with autism spectrum disorders in inclusive, mainstreaming, self-contained, and separate schools. This variation suggests that factors beyond child characteristics, such as IQ, play a major role in educational placement decisions. Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes. As a whole, it is unlikely that child characteristics alone determine placement outcomes.

KW - auditory processing

KW - autism

KW - inclusion

KW - instruction

KW - placement

UR - http://www.scopus.com/inward/record.url?scp=84946100352&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84946100352&partnerID=8YFLogxK

U2 - 10.1177/1088357614547891

DO - 10.1177/1088357614547891

M3 - Article

VL - 30

SP - 249

EP - 256

JO - Focus on Autism and Other Developmental Disabilities

JF - Focus on Autism and Other Developmental Disabilities

SN - 1088-3576

IS - 4

ER -