Segregated Placement Patterns of Students with Disabilities in Three States

Abstract

This study examines placement patterns in New York, Louisiana, and New Jersey to determine why these states place nearly half of their students with disabilities in separate classrooms, when most states place the vast majority of students with disabilities in general classrooms. Using regression analysis and interviews, several factors were examined including the influence of the states 'prior practices and policies, economic and social variables, the consequences of state-funding formulas, and the effectiveness of federal monitoring. New York, Louisiana, and New Jersey have maintained a high proportion of separate placements regardless of disability far longer than most states. Each of these states has a large percentage of African American students and of students from poor families. Each of these states provides fiscal incentives for segregated placements. Federal monitoring is ineffective; the U.S. Department of Education is slow to act on placement variability across the states.

Valued Member or Tolerated Participant: Parents' Experiences in Inclusive Early Childhood Settings

“…The size of all of the school districts can be characterized as medium to large, with the smallest districts in suburban areas and the largest districts serving the three families living in New York City. Two of the states in which the participants lived, New York and New Jersey, were known to be among the slowest in the country to educate children in inclusive settings (Weikart, 1998). In 1995, when 720/0 of children with disabilities in the United States were being educated in general education classrooms, fewer than 600/0 of students with disabilities in New Jersey and 50% of the students with disabilities in New York were placed in general education (U.S. Department of Education, 1995).…”

“…In 1995, when 720/0 of children with disabilities in the United States were being educated in general education classrooms, fewer than 600/0 of students with disabilities in New Jersey and 50% of the students with disabilities in New York were placed in general education (U.S. Department of Education, 1995). Longstanding practices in New York and New Jersey, such as maintaining separate districts for students with severe disabilities and placing students with disabilities in private placements, may contribute to the distinctive patterns of segregation in these states (Weikart, 1998).…”

“…Including professionals' perspectives in the analysis also would have contributed to a more complete understanding of parent-professional partnerships. Furthermore, parents in this study lived within a geographical area in which two of the states have been identified as the most segregated in the country (Weikart, 1998). Therefore, it is likely that the challenges faced by parents in accessing inclusive education for their children and their experiences with professionals in these settings may have been specific to the geographical region in which the study was conducted.…”