Examining National Trends in Educational Placements for Students With Significant Disabilities

Abstract

Using the least restrictive environments (LRE) data from annual Reports to Congress, this study examined national trends in placement between 2000-2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared to groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided. Examining National Trends in Educational Settings for Students with Significant Disabilities Trends in where students with disabilities are educated using data associated with the least restrictive environment (LRE) have been tracked for more than three decades. Existing research documents a steady increase in the percentage of time spent in general education classrooms for students with high incidence disabilities, including learning disabilities, other health impairments, and emotional behavioral disorders (Danielson & Bellamy, 1989; McLeskey, Hoppey, Williamson, & Rentz, 2004). Recently, McLeskey and colleagues (2012) examined the 1990-2008 LRE data, finding a 93% increase of students with high-incidence disabilities placed in general education 80% or more of the day. In another study, Williamson, McLeskey, and Rentz (2006) examined LRE data for students with intellectual disability (ID) during the decade from 1990-2000 and found increasing trends, albeit less substantial than for other disability groups. In addition, they noted that increased rates appeared to plateau between 1997-2000, indicating a dropping off of general education placement after initial growth. An interesting finding in their study was the variability across states, which has also been documented in other studies for students with ID (Katsiyannis, Zhang, & Archwmety, 2002), and autism (Kurth, 2014). Further, Brock and Schaefer (2015) identified a single state's differences in educational placement for students with significant disabilities, suggesting urban and urban-fringe districts were least likely to place students in general education 80% or more of the day. Broadly speaking, continued improvements for students with high-incidence disabilities toward greater access to general education have been found. However, the extent to which this holds true for students with significant disabilities (i.e., intellectual disability, autism, multiple disabilities, deaf blindness) has not been thoroughly examined. The IDEA mandates accountability requirements focus on ensuring that students with disabilities participate in the general education curriculum. The LRE regulations stipulate to the maximum extent appropriate, children with disabilities are educated with children who are not disabled, and that their removal from general education occ...

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

“…Despite a clear preference for the LRE, approximately 76% of school-age students with IDs in the United States are educated in self-contained special education classrooms on general education campuses for the majority of their school day (Kleinert et al, 2015;NCES, 2019). Although there has been some increase in the number of students with IDs spending 80% or more of their day in general education since 2000 (from 13% to 16%), most of this change occurred from 2000 to 2006, with minimal change in placements among students with IDs from 2006 on (Morningstar, Kurth, & Johnson, 2017;NCES, 2019). Currently, 50% of students with IDs spend less than 40% of their day in general education, 27% are in general education from 40%-79% of their time, and 16% spend 80% or more of their school day in a general education class (NCES, 2019).…”

Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

“…While there has been an increase in the number of students with extensive and pervasive support needs taught in general education placements (currently 41 out of 10,000), the rate of change is much lower than one would expect for all other students with disabilities (Morningstar et al, 2016).…”

“…Most recently, Morningstar, Kurth and Johnson (2016), examined national trends in LRE placements for school-aged students (aged 6-21 years old) having extensive and pervasive support needs (i.e., autism, intellectual disability, multiple disabilities, and deaf-blindness).…”

Creating Collaborative Schools in the United States: A Review of Best Practices

“…For the past 40 years, researchers have conducted efficacy studies on inclusive versus segregated schooling for students with disabilities in the United States (Kalambouka, Farrell, Dyson, & Kaplan, 2007;Lipsky & Gardner, 1989;Morningstar, Shogren, Lee, & Born, 2015). These research findings have concluded time and time again that inclusive education is more effective for both students with and without disabilities (Kurth, Mastergeorge, & Paschall, 2016;Morningstar, Kurth, & Johnson, 2017). This research has provided educators, parents, students, and litigators with evidence that inclusive classrooms are the research-based best practice placements for students with and without disabilities.…”