Placement and exit patterns for students with mental retardation: an analysis of national trends

By: Katsiyannis, Antonis.
Contributor(s): Zhang, Dalun | Archwamety, Tear.
Series: Education and Training in Mental Retardation and Developmental Disabilities 37 (2) 2002: 134-145.Publisher: 2002Content type: text Media type: unmediated Carrier type: volume Subject(s): EDUCATION | EDUCATIONAL DELIVERY | INTELLECTUAL DISABILITY | SECONDARY SCHOOL AGE | TRANSITION FROM SCHOOL TO WORK | UNITED STATES OF AMERICASummary: Analyses of placement and exit data on students with intellectual disabilities in the USA indicated an upward trend in educating students with intellectual disabilities in general education classrooms and a decline in graduation rates with a diploma or certificate. These students, in comparison with students with all disabilities, were more likely to be educated in more restrictive settings.
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Analyses of placement and exit data on students with intellectual disabilities in the USA indicated an upward trend in educating students with intellectual disabilities in general education classrooms and a decline in graduation rates with a diploma or certificate. These students, in comparison with students with all disabilities, were more likely to be educated in more restrictive settings.

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