Factors That Explain Placement Decisions for Students with Multiple Disabilities: Findings from National Data

Autor/inn/en	Banerjee, Rashida; Sundeen, Todd; Hutchinson, Susan R.; Jackson, Lewis
Titel	Factors That Explain Placement Decisions for Students with Multiple Disabilities: Findings from National Data
Quelle	In: Journal of Research in Special Educational Needs, 17 (2017) 2, S.110-122 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12363
Schlagwörter	Longitudinal Studies; Student Placement; Multiple Disabilities; Elementary School Students; Special Education; Parent Participation; Parent Attitudes; Expectation; Risk; Correlation; Regular and Special Education Relationship; Parent Background; Educational Attainment; Inclusion; Mainstreaming + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerpraktikum; Multiple disability; Mehrfachbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternmitwirkung; Elternverhalten; Expectancy; Erwartung; Risiko; Korrelation; Elternhaus; Bildungsabschluss; Bildungsgut; Inklusion
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01