Why Aren't Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors
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| Title: | Why Aren't Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors |
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| Language: | English |
| Authors: | Agran, Martin (ORCID |
| Source: | Research and Practice for Persons with Severe Disabilities. Mar 2020 45(1):4-13. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A180024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Student Placement, Severe Disabilities, Students with Disabilities, Inclusion, Decision Making, Barriers, Outcomes of Education, Student Needs, Influences, Educational Change, Federal Programs, Educational Legislation, Federal Legislation, Equal Education |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act |
| DOI: | 10.1177/1540796919878134 |
| ISSN: | 1540-7969 |
| Abstract: | Placement decisions for students with severe disabilities have often been based less on the students' unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices. [For the grantee submission, see ED598980.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | EJ1246688 |
| Database: | ERIC |
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| Abstract: | Placement decisions for students with severe disabilities have often been based less on the students' unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices. [For the grantee submission, see ED598980.] |
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| ISSN: | 1540-7969 |
| DOI: | 10.1177/1540796919878134 |
