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dc.contributor.authorMorningstar, Mary E
dc.contributor.authorKurth, Jennifer A.
dc.contributor.authorJohnson, Paul E.
dc.date.accessioned2020-01-24T16:51:05Z
dc.date.available2020-01-24T16:51:05Z
dc.date.issued2017
dc.identifier.citationMorningstar, M. E., Kurth, J. A., & Johnson, P. J. (2017). Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education, 38(1), 3-12. doi:10.1177/0741932516678327en_US
dc.identifier.urihttp://hdl.handle.net/1808/29924
dc.description.abstractUsing 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.en_US
dc.publisherSAGE Publicationsen_US
dc.titleExamining National Trends in Educational Placements for Students with Significant Disabilitiesen_US
dc.typeArticleen_US
kusw.kuauthorkurth, Jennifer A.
kusw.kudepartmentSpecial Educationen_US
dc.identifier.doi10.1177/0741932516678327en_US
dc.identifier.orcidhttps://orcid.org/0000-0002-5947-7642en_US
kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccessen_US


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