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When, How, and Why Educational Placement Decisions Are Made

Two Case Studies

BETTY A. HALLENBECK, a former teacher of students with emotional and behavioral disorders, received her MEd degree in special education from the University of Virginia. She is a student in the PhD program in special education at the University of Virginia. Address: Betty A. Hallenbeck, Department of Curriculum, Instruction, and Special Education, Curry School of Education, Ruffner Hall, 405 Emmet St., University of Virginia, Charlottesville, VA 22903.

James M. Kauffman

JAMES M. KAUFFMAN is William Clay Parrish, Jr. Professor of Education at the University of Virginia. He received his EdD in special education from the University of Kansas.

John Wills Lloyd

JOHN WILLS LLOYD is research associate professor of education at the University of Virginia. He received his PhD degree in special education from the University of Oregon.

Students with emotional or behavioral disorders are frequently placed in restrictive settings, yet we have little knowledge or understanding of the decisions leading to these placements. We interviewed educators involved in decisions to place two students with emotional or behavioral disorders in a special regional day school program. We were particularly interested in information regarding the rationale, procedures, participants, and contexts of these placement decisions. In these cases we think that the rationale for the decisions was comparatively well developed but that the procedures and participants were not well documented. The contexts of the decisions suggested that the elimination of options on a placement continuum may have had the effect of forcing more restrictive placement.

Journal of Emotional and Behavioral Disorders, Vol. 1, No. 2, 109-117 (1993)
DOI: 10.1177/106342669300100204


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