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

Authors: Skylar Seltzer, Hyejung Kim

SUNY Campus: Binghamton University

Presentation Type: Poster

Location: Old Union Hall

Presentation #: 53

Timeslot: Session D 3:00-4:00 PM

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. The chairpersons indicate that student evaluations and needs are the primary factors guiding classification decisions. However, in some cases, autistic students are classified under different disability labels, such as Speech and Language Impairment or Other Health Impairment. These classifications are used to work around private school restrictions that do not accept students with students with an autism label. Furthermore, family input plays a significant role in shaping how students are classified, the services they receive, and their educational placement. This study demonstrates the complex nature of disability classifications and its effects on educational trajectories of autistic students. Understanding these patterns is crucial for improving equitable access to services, shaping policy discussions, and ensuring that students receive the appropriate support, regardless of their assigned classification.