“…Literature from the past 50 years argues that students with ESN should be educated with their peers in inclusive environments (Brown et al, 1976;Brown et al, 1973), culminating in research that suggests that services in inclusive environments lead to more positive outcomes across all domains. For instance, when educated in general education classes, students with ESN have greater academic achievement (Gee et al, 2020), social outcomes (Jameson et al, 2022), post-school outcomes (McConnell et al, 2021), and growth in communication (Gee et al, 2020). In contrast, there are no experimental studies that document better outcomes for students with ESN when they receive services in segregated environments (e.g., self-contained classes; Gee et al, 2020).…”