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.
Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing.
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Clarizio
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