Examining National Trends in Educational Placements for Students with Significant Disabilities

Abstract

Using the least restrictive environments (LRE) data from annual Reports to Congress, this study examined national trends in placement between 2000-2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared to groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided.