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Inequities in Educational Opportunities for Students With Disabilities Associated With Placement in Different Educational Settings
Fri, April 22, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Manchester Grand Hyatt, Floor: 2nd Level, Seaport Tower, Seaport Ballroom GAbstract
Perspective(s) or theoretical framework Over the decades since the passage of PL 94-142, numerous studies have examined the impact of varying instructional practices on the learning of students who have significant support needs, sometimes within general education classrooms, but more frequently in either self-contained settings or other isolated settings. Although this research can make claims regarding evidence-based practices, a critical variable that is missing in these studies is context; that is, characteristics of the settings in which instruction is taking place. As such, there is limited information about how ecological, social, service, and material variables may be mediating student learning.
This presentation examines selected contextual factors believed to influence educational results in relation to four placement levels -- special school, self-contained class, resource, and general education.
Method and Data Sources The data were gathered in the 2019/2020 school year as part of an Institute of Education Science grant awarded to the presenters, developed to examine the impact of student placement at a national level. Findings from four demographic instruments that were part of this research -- surveys addressing student, classroom, school, and district level ecologies -- will be shared in this presentation.
Findings Preliminary findings indicate that context is a significant variable that needs to be included in research exploring student learning.
Significance What is at stake here is that educational services, student learning experiences and outcomes may vary systematically across placement settings, and students in more restrictive settings may be experiencing less, and not better, opportunities for learning.