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Educational Placement of Students with Autism: The Impact of State of Residence
dc.contributor.author | Kurth, Jennifer A. | |
dc.date.accessioned | 2020-01-24T16:23:55Z | |
dc.date.available | 2020-01-24T16:23:55Z | |
dc.date.issued | 2015 | |
dc.identifier.citation | Kurth, J. A. (2015). Educational placement of students with autism: The impact of state of residence. Focus on Autism and Other Developmental Disabilities, 30, 249-256. doi:10.1177/1088357614547891 | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/29918 | |
dc.description.abstract | Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with ASD in inclusive, mainstreaming, self-contained, and separate schools, suggesting that external to the child factors play a major role in educational placement decisions. Further, states in the Eastern US tend to have more restrictive placement rates than states in the Western US. State special education funding was found to have a minimal impact on placement outcomes. | en_US |
dc.publisher | SAGE Publications | en_US |
dc.title | Educational Placement of Students with Autism: The Impact of State of Residence | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Kurth, Jennifer A. | |
kusw.kudepartment | Special Education | en_US |
dc.identifier.doi | 10.1177/1088357614547891 | en_US |
dc.identifier.orcid | https://orcid.org/0000-0002-5947-7642 | en_US |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.rights.accessrights | openAccess | en_US |