Navigating Educational Classification: Impact on Autistic Students in Rural New York Schools

Author: Skylar Seltzer

Field of Study: Social Sciences

Program Affiliation: Undergraduate Education Research Scholars

Faculty Mentors: Hyejung Kim

Easel: 79

Timeslot: Morning

Abstract: This study examines how autistic students are classified in rural New York schools and what factors influence those decisions. Through qualitative phenomenological interviews with Committee on Special Education (CSE) chairpersons, the study explores how classification decisions are made and their impact on students’ education. Chairpersons indicate that student evaluations and needs primarily guide classification decisions. However, in some cases, autistic students are assigned alternative labels, such as Speech and Language Impairment or Other Health Impairment, to navigate private school restrictions that do not accept students with an autism label. Additionally, family input significantly influences classification, shaping the services students receive and their educational placement. This study highlights the complexity of disability classification and its effects on autistic students’ educational trajectories. Understanding these patterns is crucial for improving equitable access to services, shaping policy discussions, and ensuring that students receive appropriate support, regardless of their assigned classification.