Categorical and programming changes in special education services.
Special education students (N = 654) were studied to determine what proportion had a categorical or programming change and what factors (child, school, and home) were associated with change. The study included all students with disabilities from preschool through secondary school in a tricounty rural district. Data were gathered through a record review and parent survey. Change was found to be more common than is generally perceived: 38.2% of the students had a classification change (21.9% by termination and 16.3% by reclassification). Rates of change varied significantly among classifications and the student's initial classification, grade level, and comorbidity were significantly predictive of change in classification.
Halgren
D W
DW
Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing.
Clarizio
H F
HF
D000124:Achievement; D002648:Child; D015897:Comorbidity; D004519:Education, Special / Q000458:organization & administration*; D005260:Female; D006801:Humans; D007360:Intelligence; D007361:Intelligence Tests; D007806:Language Disorders / Q000150:complications; D007859:Learning Disabilities / Q000150:complications*; D008297:Male; D012424:Rural Population; D012574:Schools; D013064:Speech Disorders / Q000150:complications; D013334:Students