This study used longitudinal special education record data from a large urban school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools ( N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms ( n = 10,658), 9% of students had a primary placement of a special education classroom ( n = 1,977), and 41% ( n = 8,679) switched classroom placements between Grades 5 and 9. The highest rate of primary classroom switching to special education occurred in sixth grade and to general education in Grade 9. Results of a hurdle model showed that students educated with alternate curriculum, African American and Hispanic students, and those with an eligibility of Autism, intellectual disability, orthopedic impairment, or emotional disturbance spent less proportion of their school day in general education than students educated with general curriculum, White students, and those with learning disabilities, respectively.

中文翻译：

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大型学区公立走读学校残疾学生的课堂安排

本研究使用大型城市学区的纵向特殊教育记录数据来审查在传统公立学校接受教育的 5 至 9 年级学生的课堂安排 (N = 21,314)。结果表明，一半的学生主要在普通教育教室接受教育 (n = 10,658)，9% 的学生主要在特殊教育教室接受教育 (n = 1,977)，41% (n = 8,679) 的学生转换了教室5 至 9 年级之间。小​​学课堂转向特殊教育的比例最高发生在六年级，转向普通教育的比例最高发生在 9 年级。跨栏模型的结果显示，接受替代课程教育的学生、非裔美国人和西班牙裔学生以及接受替代课程教育的学生患有自闭症、智力障碍、骨科障碍或情绪障碍的学生在上学期间接受普通教育的时间分别低于接受普通课程教育的学生、白人学生和有学习障碍的学生。