Disparities in the school placement trajectories of students with intellectual disabilities
IPC
- Snozzi, Romana ORCID Department of Special Education, University of Fribourg, Switzerland and University of Teacher Education in Special Needs, Zurich, Switzerland
- Müller, Christoph M. Department of Special Education, University of Fribourg, Switzerland
- Zurbriggen, Carmen L.A. Department of Special Education, University of Fribourg, Switzerland
- 2025
Published in:
- Research in Developmental Disabilities. - Elsevier BV. - 2025, vol. 165, p. 105110
English
Background and objectives: Students with intellectual disabilities (ID) often require extensive support. They are more frequently placed in separate settings, such as special schools, than students with other special educational needs (SEN). Although school placements are intended to
meet individual needs, they may also contribute to educational disparities. This study examines
the placement trajectories of students with ID.
Methods: We analysed longitudinal data from 3227 students who received intensive SEN support
in at least one school year by tracking their placements over 11 years. 18 % had an administrative
ID label reflecting the student’s primary educational support need. Using multinomial logistic
regressions, we compared school placements and the number of placement transfers between
students with and without the ID label. Sex and first language were included to assess for additional
disparities.
Results: Students with the ID label were more likely to attend separate settings than those with
other types of SEN, a trend that increased with age. Male students and those for whom German
was their first language were more often schooled in separate settings. Male students also had higher odds of placement transfers.
Conclusions: This study highlights differences in school placement trajectories between students with the ID label and those with other types of SEN. Future research should explore the factors that influence placement decisions, including environmental and student characteristics.
meet individual needs, they may also contribute to educational disparities. This study examines
the placement trajectories of students with ID.
Methods: We analysed longitudinal data from 3227 students who received intensive SEN support
in at least one school year by tracking their placements over 11 years. 18 % had an administrative
ID label reflecting the student’s primary educational support need. Using multinomial logistic
regressions, we compared school placements and the number of placement transfers between
students with and without the ID label. Sex and first language were included to assess for additional
disparities.
Results: Students with the ID label were more likely to attend separate settings than those with
other types of SEN, a trend that increased with age. Male students and those for whom German
was their first language were more often schooled in separate settings. Male students also had higher odds of placement transfers.
Conclusions: This study highlights differences in school placement trajectories between students with the ID label and those with other types of SEN. Future research should explore the factors that influence placement decisions, including environmental and student characteristics.
- Faculty
- Faculté des sciences de l'éducation et de la formation
- Department
- Département de pédagogie spécialisée
- Language
-
- English
- License
-
CC BY
- Open access status
- hybrid
- Identifiers
-
- DOI 10.1016/j.ridd.2025.105110
- ISSN 0891-4222
- Persistent URL
- https://folia.unifr.ch/unifr/documents/332882
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