A 22-Year Longitudinal Study of LRE and Inclusivity Trends in Texas

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Inclusivity in Early Childhood Education: Challenges and Opportunities (Table 12)

Abstract

Researchers and the U.S. Department of Education regularly report on the implementation of the Individuals with Disabilities Education Act and the promising trend of increasing proportions of students with disabilities being educated in the general education classroom. Yet, much of this research is limited by an overreliance on aggregated state-level data that can mask implementation problems within states and districts. Using the Texas State Longitudinal Data System, we overcome longstanding these barriers to examine the extent to which students with disabilities across several high-incidence disability categories, student and school demographics, and district locale were provided access to the general education classroom over a 22-year period. We also identify schools that exclude students with disabilities altogether.

Authors

• David E. DeMatthews, University of Texas at Austin

• Jinseok Shin, University of Texas at Austin

• Pedro Reyes, University of Texas at Austin