Abstract
Despite decades of advocacy, most students with developmental disabilities continue to spend the majority of the school day in self-contained special education classrooms. However, there is tremendous variability of educational placement across the United States. Identification of geographic trends that explain this variability could provide opportunities for targeted advocacy. Using state-level data in Ohio, we tested the hypothesis that urbanicity predicts educational placement. Through mapping and multivariate analysis of variance, we found that students in urban districts tended to spend less time in general education classrooms, and students in rural districts tended to spend more time in general education classrooms. Furthermore, the urban districts with the largest enrollments tended to place an even lower proportion of students in general education classrooms. Given their disproportionate influence on state trends and propensity toward more self-contained and segregated placements, large urban districts offer a unique opportunity for targeted advocacy and change.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Research and Practice for Persons with Severe Disabilities
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
