Identification and Placement of Students with Serious Emotional Disturbance. Part II

Abstract

An analysis of national and state placement patterns of students with serious emotional disturbance (SED) between 1988 and 1991 is reported. Relationships among state rates of placement across placement options and several economic and demographic variables also are examined. Findings indicate that although there has been little change at the national level, many individual states have reported substantial increases or decreases in the percentage of children served in regular education classes, resource rooms, separate classes, or separate facilities. State demographic and economic factors were related in significant, but distinct ways to use of different placement settings. Issues related to the interpretation of findings and for improving understanding of variations in placement patterns for students with SED are offered.