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

TLDR

The study examined how placing students with severe disabilities in general education versus special education classes affects program quality and student outcomes. Sixteen California elementary programs were sampled, with eight using full inclusion and eight using special classes; two students per program (one with more disability, one with less) were observed on key quality and outcome variables and analyzed by disability level. Students in full inclusion differed from those in special classes on IEP quality, curricular emphasis, engagement levels, activity types, participation in integrated settings, and initiation of social interactions.

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 selected from each program, with one of the students experiencing more disability and the other student experiencing less disability. A number of key 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 of students 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.