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Examining the Variability in General Education Placements for Students with Intellectual Disability
- Source :
-
International Journal of Whole Schooling . 2018 14(2):16-52. - Publication Year :
- 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.
Details
- Language :
- English
- ISSN :
- 1710-2146
- Volume :
- 14
- Issue :
- 2
- Database :
- ERIC
- Journal :
- International Journal of Whole Schooling
- Publication Type :
- Academic Journal
- Accession number :
- EJ1190025
- Document Type :
- Journal Articles<br />Reports - Research