Economic and demographic factors impacting placement of students with autism

Jennifer A. Kurth, Ann M. Mastergeorge, Katherine Paschall

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

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 associated with placement patterns across states in highly inclusive, moderately inclusive, moderately restrictive, and highly restrictive clusters. Findings indicate that highly inclusive states are more rural, have more adults with high school diplomas and more White citizens compared to other clusters. States that are highly restrictive were largely less economically and racially privileged. These findings suggest an inequitable access to the least restrictive environment for students with autism. Implications of these findings are included.

Original languageEnglish
Pages (from-to)3-12
Number of pages10
JournalEducation and Training in Autism and Developmental Disabilities
Volume51
Issue number1
StatePublished - Mar 1 2016

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