Educational Placement of Children with Spina Bifida

Abstract

Procedures of school placement for 38 children with spina bifida in 23 school districts in western New York State were studied five years after a mandated process was enacted. Data were gathered by conference interview and questionnaires from school district administrators, parents, and teachers. The study revealed that placement procedures varied among school districts and often did not meet state mandated requirements. Among the children studied, 60% attended regular classes, with 34% maintained in their own school district; 13% were enrolled in special education classes; and 21% received instruction from resource teachers. Most children required and were provided a variety of supportive services. Parents preferred placement in their own district neighborhood schools. Rural districts seemed most successful in integrating their handicapped children in less restrictive school settings.