Placement of Students with Extensive Support Needs in California School Districts: The State of Inclusion and Exclusion

Authors

Meghan Cosier, Chapman UniversityFollow
Audri Sandoval-Gomez, Chapman UniversityFollow
Donald N. Cardinal, Chapman UniversityFollow
Shayne Brophy, Chapman UniversityFollow

Document Type

Article

Publication Date

1-2020

Abstract

Access to general education settings for students with disabilities varies greatly among and within states across the United States and worldwide. The variability in placement and lack of access to general education for students with disabilities, particularly students with extensive support needs, are reasons to identify factors associated with placement and then address the role of current policy. Explored in this study were the placement of students with extensive support needs in 938 school districts across the State of California in the United States and the relationship between placement and economic and demographic factors. Results suggest alarmingly low access to general education classrooms for students with extensive support needs, significant variability in placement, and relationships between placement and factors, such as total enrollment, race, and expenditure.

Comments

This article was originally published in International Electronic Journal of Elementary Education, volume 12, issue 3, in 2020. https://doi.org/10.26822/iejee.2020358218

Recommended Citation

Cosier, M., Sandoval-Gomez, A., Cardinal, D. N., & Brophy, S. (2020). Placement of students with extensive support needs in California school districts: The state of inclusion and exclusion. International Electronic Journal of Elementary Education, 12(3), 249-255. https://doi.org/10.26822/iejee.2020358218

Peer Reviewed

1

Copyright

T&K Academic

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.