Factors that explain placement decisions for students with multiple disabilities: findings from national data

Abstract

The Special Education Elementary Longitudinal Study data set was utilised to examine the potential influences on placement decisions for students with multiple disabilities in the US. The sample consisted of 415 students. Specifically, the study investigated whether factors including students’ prior special education experiences, parental involvement, parental expectations and educational risk factors explain the placement of students in classrooms. Results indicate significant relations between the explanatory variables and the hours spent daily in general education classrooms. However, only two variables, parents’ education and receipt of early childhood special education services, were significantly associated with the dichotomised outcome of whether or not a child received any academic instruction in a general education classroom. Research limitations and implications for future research, policy and practice in the international context are discussed.

Different Disabilities, Different Attitudes Toward Parental Involvement In School In Israeli Teachers

“…Most difficulties are found around PI in regards to the individual educational plan (IEP) and placement in http: //dx.doi.org/10.15405/epsbs.2018.06.70 Corresponding Author: Alina S. Rusu Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 596 appropriate educational frameworks. In practice, parents tend to be more involved both at a local level regarding their own children and on a national level to promote the rights of children with SN in contrast to parents of children with high incidence (Banerjee et al, 2016;Newman, Cameto & Hernandez, 2006). …”

Supporting Literacy Instruction for Students With Extensive Support Needs in Rural Settings Through Collaboration: So Much Better When We Work Together!

“…Browder, Wakeman, Spooner, Ahlgrim-Delzell, and Algozzine (2006) as well as Thurlow, Elliott, and Ysseldyke (2003) indicated that alignment of assessments, instruction, and content standards increase the overall performance of students with and without disabilities. Yet Banerjee et al (2016) indicate that students with extensive needs are frequently taught skills and concepts in isolation which are rarely reiterated enough or connected to overall student learning. Support services alignment with content area instruction should be considered for students with extensive needs.…”

“…Fenlon et al (2010) found that students' alternative methods of communication frequently result in a lack of understanding or uncertainty of how to incorporate devices into individual or group instruction for both special and general education teachers. In addition, because students with extensive needs frequently work on developing skills that will help them to access daily life as well as academic instruction, they are frequently subject to less content instruction time and increased time with providers working on nonacademic skills in separate or alternative settings (Banerjee, Sundeen, Hutchinson, & Jackson, 2016). Billy's team makes a genuine effort to provide support and instruction to Billy, his general education teacher, and his family who were all initially tentative about using the device.…”

An exploration of parental decisions to transfer children from regular to special schools

“…- Banerjee, Sundeen, Hutchinson, and Jackson (2016) found that students who had received early intervention/early childhood services (therefore were in the role of "special needs" student in pre-school years) spent less time in general classrooms at school. -Blum, Gutierrez & Peck (2015) provided a conceptual framework for inclusive education founded on socially valued roles, activities and settings.…”

“…Although typically used in regard to service design and implementation, SRV is also relevant to families (Osburn, 2006), and can explain the impact of disability on family decisions (Sherwin, 2014). Parents, like everyone else, are subject to the dynamics that SRV outlines, and their expectations have an association with their children's school experiences (Banerjee et al, 2016). Examples of how SRV theory relates to parents' schooling expectations for their children with intellectual disability are presented in the following sections; SRV themes introduced in Table 1 (Chapter Three) that are particularly pertinent to families and to preferences for special schooling will be discussed.…”