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Direct linkToews, Samantha Gross; Johnston, Russell; Kurth, Jennifer A.; Ruppar, Andrea L.; McQueston, Jessica A.; McCabe, Jessica M. – Intellectual and Developmental Disabilities, 2021
Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of…
Descriptors: Individualized Education Programs, Student Needs, Students with Disabilities, Special Needs Students
McCabe, Katie M.; Ruppar, Andrea; Kurth, Jennifer A.; McQueston, Jessica A.; Johnston, Russell; Toews, Samantha Gross – Teachers College Record, 2020
Background/Context: Federal laws require equitable access to education for students with disabilities through educational placement in the least restrictive environment (LRE). However, research has determined students with significant support needs (SSN) are overrepresented in segregated educational placements. Focus of Study: This study explores…
Descriptors: Special Needs Students, Students with Disabilities, Access to Education, Student Placement
Download full textAgran, Martin; Jackson, Lewis; Kurth, Jennifer A.; Ryndak, Diane; Burnette, Kristin; Jameson, Matt; Zagona, Alison; Fitzpatrick, Heather; Wehmeyer, Michael – Research and Practice for Persons with Severe Disabilities, 2020
Placement decisions for students with severe disabilities have often been based less on the students' unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with…
Descriptors: Student Placement, Severe Disabilities, Students with Disabilities, Inclusion
Kurth, Jennifer A.; Love, Hailey; Pirtle, Jody – Focus on Autism and Other Developmental Disabilities, 2020
The present study investigated parents' experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child's school experience. Sequential…
Descriptors: Autism, Pervasive Developmental Disorders, Individualized Education Programs, Parent Attitudes
Agran, Martin; Jackson, Lewis; Kurth, Jennifer A.; Ryndak, Diane; Burnette, Kristin; Jameson, Matt; Zagona, Alison; Fitzpatrick, Heather; Wehmeyer, Michael – Grantee Submission, 2019
Placement decisions for students with severe disabilities have often been based less on the students' unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with…
Descriptors: Student Placement, Severe Disabilities, Students with Disabilities, Inclusion
Morningstar, Mary E.; Kurth, Jennifer A.; Johnson, Paul E. – Remedial and Special Education, 2017
Using the least restrictive environments (LRE) data from annual "Reports to Congress," this study examined national trends in placement between 2000 and 2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and…
Descriptors: Educational Trends, Trend Analysis, Educational Policy, Disabilities
Kurth, Jennifer A.; Mastergeorge, Ann M.; Paschall, Katherine – Education and Training in Autism and Developmental Disabilities, 2016
Educational placement of students with autism is often associated with child factors, such as IQ and communication skills. However, variability in placement patterns across states suggests that other factors are at play. This study used hierarchical cluster analysis techniques to identify demographic, economic, and educational covariates…
Descriptors: Autism, Pervasive Developmental Disorders, Student Placement, Multivariate Analysis
Kurth, Jennifer A.; Ruppar, Andrea L.; Toews, Samantha Gross; McCabe, Katie M.; McQueston, Jessica A.; Johnston, Russell – Research and Practice for Persons with Severe Disabilities, 2019
Special education consists of specially designed services available for students with disabilities, and should be available across placements. Students with the most significant disabilities continue to be taught in restrictive settings, despite accumulating evidence suggesting their special education services can be delivered effectively in…
Descriptors: Special Education, Individualized Education Programs, Supplementary Education, Student Placement
Wehmeyer, Michael L.; Shogren, Karrie A.; Kurth, Jennifer A.; Morningstar, Mary E.; Kozleski, Elizabeth B.; Agran, Martin; Jackson, Lewis; Jameson, J. Matt; McDonnell, John; Ryndak, Diane L. – Advances in Special Education, 2016
Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive…
Descriptors: Disabilities, Educational Legislation, Educational Quality, Equal Education
Kurth, Jennifer A. – Focus on Autism and Other Developmental Disabilities, 2015
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…
Descriptors: Autism, Student Placement, Pervasive Developmental Disorders, Mainstreaming
Kurth, Jennifer A.; Morningstar, Mary E.; Kozleski, Elizabeth B. – Research and Practice for Persons with Severe Disabilities, 2014
The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U.S. territories report from the Office of Special Education Programs (OSEP) and discuss the status of the most restrictive special education placement settings for students with disabilities. In this analysis, we found that (a) states do not set…
Descriptors: Student Placement, Special Education, Disabilities, Severe Disabilities
Kurth, Jennifer A.; Mastergeorge, Ann M. – International Journal of Special Education, 2010
The rising incidence of autism and placement in general education necessitates a greater understanding of the impact of educational placement on academic achievement for adolescents with autism. In the present study, the academic profiles of adolescents with autism who have been educated in inclusive and self-contained settings are described using…
Descriptors: Autism, Academic Achievement, Adolescents, Adjustment (to Environment)
