Separate School Placement Trends for Students With Extensive Support Needs

• In Event: Inclusion and Achievements for Students With Complex Support Needs

Abstract

Research on students with extensive support needs (ESN) has shown that meaningful access and participation in inclusive settings improves outcomes in the areas of academics, behavior, communication, social, and adaptive skills. Yet, there is a resistance and persistence to place these students in separate settings. This presentation shares the results of two studies, conducted between 2022 -2023, regarding the placement of students with ESN in separate special education schools. We analyzed change in separate school placement over time, change in variances by age and state, the percentage of rate of change per state, the locale of the separate schools and change over time, and the presence of separate special education charter schools. Policy and practice implications will be discussed.

Authors

• Jessica A. Bowman, University of Minnesota

• Gail Ghere, University of Minnesota

• Yi-Chen Wu, National Center on Educational Outcomes