Comparison of the Instructional Contexts of Students with Severe Disabilities and Their Peers in General Education Classes

Abstract

This study examined the instructional contexts of six students with severe disabilities and six peers without disabilities enrolled in the same general education classes. The two groups of students were compared on (a) the extent to which they were the exclusive focus of instruction; (b) the amount of one-to-one, small group, and whole group instruction that they received and the amount of independent work they were asked to complete; (c) who delivered instruction; and (d) the types of instructional interactions that were directed toward them. Data were collected using The Code for Instructional Structure and Academic Response — Mainstream Version (MS-CISSAR; Carta, Greenwood, Schwartz & Miller, 1990). The results indicate that students with severe disabilities were much more likely than their typically developing peers to have instruction focused exclusively on them and to receive one-to-one instruction. The results are discussed in terms of the implications for educational programs for this group of students and future research.

Supporting Students With Severe Disabilities in Inclusive Schools

“…As Causton-Theoharis, Theoharis, Orsait, and Cosier (2011) noted, a rationale for self-contained classrooms is that, allegedly, these classroom are needed to provide specific, individualized teaching. The present observations support previous findings (e.g., McDonnell et al, 2000) that segregation is not needed for this type of individualization; instead, students received needed individualized instruction in general education settings.…”

“…Similarly, Soukup, Wehmeyer, Bashinski, and Bovaird (2007) used a time sampling method to investigate ecobehavioral characteristics of inclusive classrooms and found curricular adaptations were routinely provided to students with severe disabilities. However, McDonnell, Thorson, and McQuivey's (2000) ecobehavioral observation of elementary school students with and without disabilities, using time sampling methodology, found that, compared with other students, those with severe disabilities were more likely to receive instruction exclusively directed at them and largely provided by special education staff and peers. In their analysis, general education teachers frequently provided prompts, praise, and error correction.…”

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

“…Despite the promises of individualization and support in special education settings, several researchers have established that self-contained settings offer a high level of distraction, fewer opportunities to respond to instructional cues, and a lack of tailored instruction for individual students (Causton-Theoharis, Theoharis, Orsati, & Cosier, 2011;Kurth, Born, & Love, 2016). In contrast, general education settings offer increased opportunities to learn, benefit from targeted instruction, and interact with typical peers (Hehir et al, 2016McDonnell, Thorson, & McQuivey, 2000Taub, McCord, & Ryndak, 2017).…”

Impact of Setting and Instructional Context for Adolescents With Autism

“…For example, in comparisons of special and GE classrooms, time spent on academic tasks was found to significantly differ between these settings for students with significant disabilities (Logan & Keefe, 1997); significant differences have also been found in the instructional time and learning partners of elementary-aged students with severe disabilities between settings (Helmstetter, Curry, Brennan, & Sampson-Saul, 1998). In comparisons of students with and without significant disabilities within the same GE classroom, differences in instructors, instructional interactions, and time in activities have been noted (Logan & Malone, 1998;McDonnell, Thorson, & McQuivey, 2000;Schuster, Hemmeter, & Ault, 2001). Yet the impact of academic engagement and instructional context is less well understood for adolescents with autism in differing educational contexts (i.e., GE and special education settings).…”