Typically,
child characteristics such as IQ and severity of autism symptoms are thought to
determine educational placement. This 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 autism spectrum
disorders in inclusive, mainstreaming, self-contained, and separate schools.
This variation suggests that factors beyond child characteristics, such as IQ,
play a major role in educational placement decisions.
States in
the Eastern United States tend to have more restrictive placement rates than
states in the Western United States. State special education funding was found
to have a minimal impact on placement outcomes.
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