Placement of Students With Autism and Intellectual Disability in California: A Five-Year Trend Analysis

• In Event: Autism Research Meta-Analyses, Reviews, and Trends

Abstract

The variability in placement of students with disability labels and lack of access to general education for some students with disabilities, particularly students with Autism and Intellectual Disability labels are reasons to identify factors associated with placement and then address the role of current policy. This paper presents the results of a 5-year trend analysis of placement of students with Autism and Intellectual Disability in California, and the relationship between these trends in placement and district factors. Results suggest relationships between probability of placement in general education and the percentage of students in the district who receive free or reduced-price meals, and the size of the school district.

Authors

• Meghan E. Cosier, Chapman University

• Audri Sandoval Gomez, Chapman University

• Joni Ricks-Oddie, University of California - Irvine

• Aja McKee, California State University, Fullerton

• Megan Doty, Chapman University

• Erin Bonham, Chapman University