Examining Placement Considerations for Students With Emotional Disturbance Across Three Alternative Schools

Matthew R. Hoge, Carl J. Liaupsin, John Umbreit, Jolenea B. Ferro

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

The continuum of educational environments exists to ensure the most appropriate and least restrictive educational setting for students with disabilities. One setting schools use to provide services to students with an emotional disturbance (ED) is an alternative school. How schools make decisions regarding student placement into and out of this setting lacks examination. This study identifies factors considered when making placements into and out of three alternative schools for students with ED. A mixed-methods approach was used to collect data from key stakeholders from each school involved with decision-making authority regarding student placement. Findings include (a) limited transitioning of students back to less restrictive settings, (b) greater number of factors considered during exit decisions from alternative schools than entry, and (c) student's return to a less restrictive setting not contingent on those factors considered when placing the student into the school.

Original languageEnglish (US)
Pages (from-to)218-226
Number of pages9
JournalJournal of Disability Policy Studies
Volume24
Issue number4
DOIs
StatePublished - Mar 1 2014

Keywords

  • alternative school
  • emotional disturbance
  • least restrictive environment
  • placement
  • transition

ASJC Scopus subject areas

  • Health(social science)
  • Law

Fingerprint Dive into the research topics of 'Examining Placement Considerations for Students With Emotional Disturbance Across Three Alternative Schools'. Together they form a unique fingerprint.

Cite this