000			01401nam a2200145 4500
008			250825b |||||||| |||| 00| 0 eng d
100			_aJennifer A. Kurth, PhD
245			_aThe Relationship Between Severity of Disability and Segregated Placements for Students With Complex Support Needs
300			_app. 208–219
520			_aMost students with complex support needs are taught in separate special education classrooms; one reason is teams that inappropriately use the intensity of support needs as the basis for placement in more restrictive placements. This study used Bayesian multilevel modeling to determine whether the intensity of student support needs predicted educational placement and the extent to which educational placement mediated the relationship between student support needs and outcomes for a sample of 98 elementary students with complex support needs. Findings suggest that students with more intensive support needs were more likely to be placed in more restrictive placements and those restrictive placements predicted lower outcomes. Implications for research and practice related to placement decisions are included.
654			_asupport needs _ainclusive education _aeducation placement _aintellectual and developmental disabilities
700			_a Tyler A. Hicks, PhD,
773	0		_0125279 _9113434 _dNew Delhi _tJournal of Special Education _x0022-4669
942			_cJA
999			_c132566 _d132566