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

Sat, April 10, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), SIG Sessions, SIG-Special and Inclusive Education Research Paper and Symposium Sessions


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.