Date of Award/Publication
MS in Special Education
Susan M. Schultz
With the understanding that special education classification rates vary depending on whether or not a district is located in an urban versus a suburban or rural district, the following action research study focused on the factors that_are considered when special education committees make decisions to classify students. The goal of this study was to determine ifthere were other factors besides student ability that play into the classification of students for special education services. The focus of many research studies has determined race, socio - economic status, family makeup, and access to early educational opportunities to be factors affecting the classification of students in urban districts. This study looked to see if similar trends existed in rural school districts as well, in order to determine ifthere were other biases that play into the classification of student into special education programs. To implement my research, I formulated the following questions: • Does a correlation exist between where a school district is and the reasons for special education classifications? • Does a correlation exist between a student's race and their likelihood of being classified as having a special need or disability? • Does a correlation exist between a student's socioeconomic status and their likelihood to be classified as having a special need or disability? • Does a correlation exist between the available resources to school districts and the rate of special education classification?
Derwin, Jessica, "Factors Impacting the Special Education Classification of Students Comparing Urban to Rural School Districts" (2010). Education Masters. Paper 60.
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