Examining the Variability in Inclusive Placements for Students With Intellectual Disabilities

• In Event: Special Education Research SIG: Working to Improve Outcomes of Students With Intellectual Disabilities

Abstract

Despite the overwhelming body of research suggesting that students with significant disabilities benefit from inclusive placements, students with intellectual disabilities continue to be educated in segregated settings. Furthermore, the percent of students with intellectual disabilities included in general education varies greatly among and within states. In an effort to describe and explain such variability in New York State, the researchers examined trends in the variability of inclusive education rates of students with disabilities across districts, and possible predictors of such variability at the district level. 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.

Authors

• Meghan Cosier, Trinity Washington University

• Julia M. White, Syracuse University