Document Type
Article
Publication Date
2018
Abstract
Despite the overwhelming body of research suggesting that students with intellectual disability benefit from access to general education placements, students with intellectual disability continue to be educated primarily in segregated settings. Furthermore, the percentage of students with intellectual disability included in general education classrooms varies greatly among and within states across the United States. In an effort to explore such variability in New York State, we examined trends in general education placement rates of students with intellectual disability across districts and possible predictors of placement in regular classes. Results suggest that although descriptive patterns of placement exist, a more definitive explanation of variability requires a deeper analysis of policy and procedure at the district level.
Recommended Citation
Cosier, M., White, J. M., & Wang, Q. (2018). Examining the variability in general education placements for students with intellectual disability. International Journal of Whole Schooling, 14(2), 16-52.
Peer Reviewed
1
Copyright
International Journal of Whole Schooling
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Disability and Equity in Education Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Education Commons, Special Education and Teaching Commons
Comments
This article was originally published in International Journal of Whole Schooling, volume 14, issue 2, in 2018.