Factors influencing the educational placement of students with autism spectrum disorders

• First grade teachers read vignettes describing a student with ASD characteristics.
• Educational placement, teacher attitudes, and teacher knowledge were assessed.
• Cognitive ability but not diagnostic label impacted educational placement opinions.
• The results have implications for teacher training modules.

Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators.