“I’m a slower downer” a phenomenological study of Massachusetts charter school special education administrators and special education placement
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Abstract
The Individuals with Disabilities Education Act (IDEA) requires districts to educate students with disabilities in the least restrictive environment, but there is controversy surrounding the guidelines for special education placement. The use of separate classrooms and schools varies widely, resulting in disparities based on race and income. Nationwide, placement is one of the most contentious topics in special education, leading to frequent conflict between schools and families. In this qualitative phenomenological research study, ten Massachusetts charter school special education administrators were interviewed about student placement decision making. The administrators described what factors influence placement decisions, and their decision making process. The findings reveal that special education administrators regularly receive requests for students to receive more restrictive placements, and that administrators examine data, interventions, and key stakeholders to determine if a placement change is necessary. The study found that many factors influenced placement decisions such as student behavior, family input, teacher efficacy, the school principal, school size, and financing. Only with an understanding of how policy really works can policy-makers craft effective reforms, and the results from this study could inform future revisions to the IDEA.
Description
2025