ERIC Number: EJ1069819
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 28
Location Matters: Geographic Location and Educational Placement of Students with Developmental Disabilities
Brock, Matthew E.; Schaefer, John M.
Research and Practice for Persons with Severe Disabilities, v40 n2 p154-164 Jun 2015
Despite decades of advocacy, most students with developmental disabilities continue to spend the majority of the school day in self-contained special education classrooms. However, there is tremendous variability of educational placement across the United States. Identification of geographic trends that explain this variability could provide opportunities for targeted advocacy. Using state-level data in Ohio, we tested the hypothesis that urbanicity predicts educational placement. Through mapping and multivariate analysis of variance, we found that students in urban districts tended to spend less time in general education classrooms, and students in rural districts tended to spend more time in general education classrooms. Furthermore, the urban districts with the largest enrollments tended to place an even lower proportion of students in general education classrooms. Given their disproportionate influence on state trends and propensity toward more self-contained and segregated placements, large urban districts offer a unique opportunity for targeted advocacy and change.
Descriptors: Geographic Location, Student Placement, Developmental Disabilities, Special Education, Hypothesis Testing, Urban Areas, Rural Urban Differences, Rural Areas, Mainstreaming, Regular and Special Education Relationship, Trend Analysis, Inclusion, Student Records, School Districts, Special Classes, Special Schools, Statistical Analysis, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio