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 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.