State Variation in Placement of Children with Handicaps in Segregated Environments

The study examined state-to-state variability in the use of alternative placements for disabled students ages 6-17 during school year 1986-87, including the extent to which students were placed in settings apart from the regular education environment. Data submitted annually to the Office of Special Education Programs (U.S. Department of Education) by each of the 50 states, District of Columbia, and Puerto Rico provided information on numbers of handicapped students served in each of six different educational placements: regular class, resource room, separate class, separate day school, separate residential school, and home/hospital. Results indicated that approximately 6 percent of special education students were being educated in segregated day or residential schools, and an additional 24 percent in separate classes. Rather high state-to-state variation in type of placement indicated fluctuating service patterns, even though the overall use of separate educational environments has remained relatively stable over the past decade. Factors to be considered in interpreting this variation are discussed, and questions for further research are posed. (JW)