Classroom Behaviors of Students with Disabilities in Rural Inclusive Classrooms: An Observational Study

Abstract

Observational data were collected to compare classroom academic and social behaviors of 71 students with mild-moderate disabilities to those of their normative peers in 48 elementary inclusive classrooms. Fifteen categories of observed behaviors were recorded in six-second intervals that alternated with the recording of observed behaviors of normative peers in each classroom using the Classroom Behavior Record (CBR). Analyses indicated students with disabilities did not differ from their normative peers on fourteen measures of social and academic classroom behaviors. Students with disabilities were observed as significantly less attentive than their normative peers and they were even less attentive if more than one adult was in the classroom. Implications for rural inclusive special education service delivery are discussed.