Authors: National Association of Special Education Teachers

Where a child lives may significantly impact whether they are placed in an inclusive or segregated classroom, a new national analysis suggests. Regional differences appear to play a role in education placements for students with autism, with those living in the West more likely to attend mainstream classes while students in the Eastern United States are more frequently assigned to segregated settings, according to findings published online in the journal Focus on Autism and Other Developmental Disabilities. For the study, Jennifer Kurth, an assistant professor of special education at the University of Kansas, combed through U.S. Department of Education data on placements for children with autism in the nation's schools between 1998 and 2008. To read more,click here

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