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A wide range of educational placements are possible for students on the spectrum, because “Least Restrictive Environment” (the mandate set forth by special education law) is going to mean something different for each individual.

But what are the other factors that influence where a student receives his or her instruction?  Two researchers at the University of Georgia set out to answer this question in a study that was made possible in part by a 2009 graduate research grant from OAR. More specifically, they sought to determine if disability labels and cognitive ability (i.e. intelligence level) affect teacher recommendations for student placement.

The researchers surveyed 108 first-grade teachers from two large counties in Georgia. Teachers were asked to read one of six different descriptions of a hypothetical student, which are very briefly summarized below:

• A –Low cognitive ability, no diagnosis label
• B – Low cognitive ability, labeled as having autism
• C – Low cognitive ability, labeled as having an intellectual disability
• D – Average cognitive ability, no diagnosis label
• E – Average cognitive ability, labeled as having autism
• F – Average cognitive ability, labeled as having Asperger syndrome

Teachers first rated the appropriateness of various educational placement options and selected which special education services the student should be eligible for. They also answered items regarding their attitudes toward this prospective student and typical behaviors associated with autism, as well as their experience and training in this area.

About two-thirds of the teachers surveyed, regardless of how the student was described, agreed that he should qualify for autism services in accordance with special education law.

The teachers were more likely to recommend that students with impaired cognitive abilities receive placement in a self-contained (i.e. not general education) classroom for at least part of the school day.

Teachers rated their own classrooms as less appropriate placements for students with an autism label or students who were described as exhibiting “disruptive” behaviors. Teachers with high levels of self-efficacy (belief in their own competency ) and those who believed that other stakeholders (principals, district administrators, parents, etc.) valued inclusion tended to recommend a less restrictive environment.

While these findings should be considered preliminary due to the sample size, they have some interesting implications. They suggest the importance of accurately measuring a student’s cognitive ability, because it appears to have a greater impact on the placement process than a disability label. The researchers also recommend further exploration of the team decision-making process, because those dynamics play a role in a student’s placement. And in order to promote the most appropriate (least restrictive) and effective placements, autism training efforts are needed to build teacher efficacy.

For more information about educational placements, please refer to Life Journey through Autism: Navigating the Special Education System. The guide is available for free download at the OAR Web site, and hard copies can be requested by calling 703-243-9762 or sending an e-mail to programs@resarchautism.org.

Teachers who want more specific information about supporting their students on the spectrum can access the Understanding Autism: A Guide for Secondary School Teachers DVD modules and supplementary manual at the OAR Web site.

Source:

Segall, M.J. and Campbell, J.M. (2014). Factors influencing the educational placement of students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(1), 31-43.