Evaluating the Effects of Placement of Students with Severe Disabilities in General Education versus Special Classes

Abstract

This program evaluation study was designed to investigate the effects of the placement of students with severe disabilities in general education versus special education classes. Sixteen elementary education programs in California participated. Eight represented the "full inclusion" model of integration, and eight represented the special class model. Two students were selectedfrom each program, with one ofthe students experiencing more disability and the other student experiencing less disability. A number ofkey program quality and student outcome variables were measured and, except for an analysis of the individualized education plans (IEPs) of participating students, all measures were based on observations ofstudents in their school programs. The data were analyzed within disability levels. The results indicated that there were differences for the students who were fully included and those who attended special education programs on measures of IEP quality and in the emphasis given to various curricular areas addressed by the educational objectives. In addition, there were differences in their levels of engagement in the activities of the school day, the type of activities in which they were engaged, the type and level of participation in integrated school environments, and the degree to which they initiated and engaged in social interactions with peers and adults.

Academic and Social Attainments of Children with Mental Retardation in General Education and Special Education Settings

“…However, Budoff and Gottlieb (1976) Table 4 for an analysis of methodological issues related to each study.) Hunt, Farron-Davis, Beckstead, Curtis, and Goetz (1994) (Fryxell & Kennedy, 1995) and 12-to 14-year-olds (Kennedy, Shukla, & Fryxell, 1997). Both studies showed that the students in general education classrooms had significantly more social contacts and interaction with nondisabled peers than did the children in the special class.…”

“…Thus, as shown in Kanagawa, 1994;Brinker, 1985;Cole & Meyer, 1991;Fryxell & Kennedy, 1995;Hunt et al, 1994;Kennedy & Itkonen, 1994;Kennedy et al, 1997;Walker, 1974 (Espiner et al, 1985;Ferencz-Stager & Young, 1981;Gilkey & Zetlin, 1987;Gottlieb & Budoff, 1973 (Luckasson et al, 1992). Thus, it is important to recognize the relevance of historical trends in making research interpretations or for changing practice (Polloway, 1984 …”

Education of Students with Disabilities in the USA: Is Inclusion the Answer?

“…Inclusion proponents have insisted that students with disabilities would learn better academically and socially in general education classroom. Socially, students with and without disabilities would experience more balanced friendships in the inclusive settings, and academically, students with disabilities would acquire more academic knowledge through the effective general education teacher instruction because general education teachers were the ones certified to teach academics (Grider, 1995;Hartzell, Liaupsin, Gann, & Clem, 2015;Hunt, Farron-Davis, Beckstead, Curtis, & Goetz, 1994;Mather & Robers, 1994). In other words, inclusion proponents believed that general education settings were the best educational setting to provide "appropriate education" to students both with and without disabilities.…”

Classroom Variables and Access to the General Curriculum for Students with Disabilities

“…There is a limited research base regarding the impact of physical classroom arrangement on educational outcomes. Hunt, Farron-Davis, Beckstead, Curtis, and Goetz (1994) compared 16 students who were fully included in the general education classroom with 16 students in self-contained special education classrooms. One of their findings was that students receiving special services were grouped more often with peers (i.e., entire group or divided group physical classroom arrangement) in the general education classroom than students receiving services in the special education classroom.…”