Disparities in the school placement trajectories of students with intellectual disabilities

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.