An analysis of special education out-of-district placement decisions in one New Jersey county

A qualitative analysis based upon interviews with special education administrators was conducted to examine special education out-of-district placement decisions in one New Jersey County. The placement of students with disabilities in the least restrictive environment (LRE) is protected by federal legislation (IDEA, 2004). New Jersey was cited by the U.S. Department of Education because it has one of the highest percentages of students with disabilities in segregated settings in the nation (Weikart, 1998). New Jersey reported in the Part B State Performance Plan 2005-2010 that students eligible for special education under the categories Multiply Disabled, Emotionally Disturbed, Autistic, and Mental Retardation were the most likely to be placed within a separate setting (New Jersey Department of Education Office of Special Education Programs, 2007). Those four categories accounted for 21% of all students with disabilities in New Jersey, yet they accounted for 80% of students in out-of-district placements. Directors of Special Education were interviewed with a field-tested protocol in 10 Middlesex County, New Jersey school districts. Several themes were induced from a review of the literature as potential factors related to placement decision making: participant ideological support of federal and state legislation, cost of placement, and the impact on districts to educate low-incidence populations. Results of the study were consistent with these themes. In addition, influence of organizational factors, such as size of district and authoritative role of administrator were identified as having an impact on placement decisions. Additional themes were discussed, as were recommendations, limitations, and implications for school psychologists.