Factors Contributing to Academic, Social/Communication, and Behavioral Outcomes for Elementary Students with the Most Significant Cognitive Disabilities
The purpose of this study is to examine how educational placement affects academic, social/communication, and behavioral outcomes for elementary students with significant cognitive disabilities (SCD). The study will also explore student-, classroom-, and school/district-level factors as potential mediators or moderators of associations between placement and student outcomes. Although researchers have argued that educational placement makes a difference in the type of instruction students with SCD receive, there is limited empirical evidence on the association between educational placement and outcomes for these students. Given that these students experience some of the poorest outcomes after high school, there is a critical need for research that will inform interventions to improve outcomes for students with SCD. This study will examine relationships between educational placement and outcomes, and factors that mediate or moderate that relationship, with the aim of using the results to inform system-level interventions to improve education placement decisions.
1122 W. Campus Road
541 Joseph R. Pearson Hall
Lawrence, Kansas 66045