Ensuring Accurate Placement in Special Education: A Closer Look at Key Factors in Student Assessment

Abstract

This paper looks at special education placement and whether teachers, clinicians, parents, and school staff are utilizing all options at their disposal to ensure that students are not mid-diagnosed and placed in special education. Specifically, students with autism and if they are being placed in special education solely based on their autism diagnosis. It looks at different strategies teachers can use to assist autism students that do not necessarily need special education services. Also investigated are English language learners’ special education diagnoses and whether these students may only need some extra attention and strategies from teachers and peers. The paper also looks at students that are only at risk of a learning disability and ones with behavioral issues. These students may be taking spots away from students that need special education services. Lastly, the possible effects of Covid-19 on special education placement and possible misdiagnoses during the pandemic. Plus, the possible lingering effects Covid-19 could have on students’ academic careers.

Keywords: Special Education, Autism Spectrum Disorder, Learning Disabilities, English Language Learners, Covid-19

Year Manuscript Completed

Spring 2025

Senior Project Advisor

Dr. Tricia Jordan

Degree Awarded

Bachelor of Integrated Studies Degree

Field of Study

Educational Studies

Document Type

Thesis - Murray State Access only

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