High Incidence Disabilities: Placement Determinants And Implications for Instruction and Service Delivery

Abstract

The purpose of this chapter is to describe a study that identified the school variables that seem to have the greatest impact on placement of students in high incidence special education programs (i.e., special programs for students with emotional and/or behavioral disorders, specific learning disabilities, and educable mental handicaps). School records of 42 students who were identified when they were in primary school as at risk for learning, emotional, and behavioral disorders were examined retrospectively over three grades (i.e., grades 3 and 4, grades 5 and 6, and grades 7 and 8). Of these, 21 students had been placed in high incidence special education programs, and 21 had not been placed. Low achievement and academic performance and a high number of negative comments by their teachers were the two most salient variables associated with placement. Implications for prevention/intervention efforts and effective service delivery options are discussed.

Citation

Ahwee Leftwich, S. and Montague, M. (2005), "High Incidence Disabilities: Placement Determinants And Implications for Instruction and Service Delivery", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Cognition and Learning in Diverse Settings (Advances in Learning and Behavioral Disabilities, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 71-97. https://doi.org/10.1016/S0735-004X(05)18004-5