Examining National Trends in Educational Placements for Students With Significant Disabilities

Mary E. Morningstar, Jennifer A Kurth, Paul E. Johnson

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Using the least restrictive environments (LRE) data from annual Reports to Congress, this study examined national trends in placement between 2000 and 2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared with groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided.

Original languageEnglish (US)
Pages (from-to)3-12
Number of pages10
JournalRemedial and Special Education
Volume38
Issue number1
DOIs
StatePublished - 2017
Externally publishedYes

Fingerprint

disability
multiple disabilities
Students
trend
student
Annual Reports
Group
annual report
general education
Blindness
Autistic Disorder
autism
Intellectual Disability
Education
school

Keywords

  • access to the general curriculum
  • exceptionalities
  • IDEA
  • least restrictive environment
  • legal/policy issues
  • low-incidence disabilities
  • planning
  • program

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

Examining National Trends in Educational Placements for Students With Significant Disabilities. / Morningstar, Mary E.; Kurth, Jennifer A; Johnson, Paul E.

In: Remedial and Special Education, Vol. 38, No. 1, 2017, p. 3-12.

Research output: Contribution to journalArticle

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