Variables Considered by Teachers of Students with Moderate and Severe Disabilities When Making Placement Decisions

Abstract

For teachers to make appropriate inclusive placement decisions, it is necessary to identify variables within the school environment that will foster successful learning experiences for students with moderate and severe intellectual disabilities. Numerous variables are identified in the literature as being important for successful placement in general education settings. The purpose of this study was to investigate which variables teachers currently consider when making placement decisions and to learn if discrepancies exist between what teachers actually consider and what they indicated they should consider. A survey was developed to gather this information from teachers currently implementing inclusive practices in Georgia. Results indicated, in general, that the variables teachers currently consider are the same as those they indicate should be considered when making inclusive placement decisions. Results also showed that teachers are concerned with more than physical inclusion of students, indicating that they consider, for example, opportunities for social skills learning, community-based instruction, hands-on learning, and the ability to address functional content within the general education setting.