NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1085540
Record Type: Journal
Publication Date: 2016-Jan
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0014-4029
Presence, Proximity, and Peer Interactions of Adolescents with Severe Disabilities in General Education Classrooms
Feldman, Rebecca; Carter, Erik W.; Asmus, Jennifer; Brock, Matthew E.
Exceptional Children, v82 n2 p192-208 Jan 2016
The authors conducted 324 full-class-length observations of 108 high school students with severe disabilities in general education classes, focusing analyses on how often students were present during class and in proximity to peers without disabilities. Students were not present for a substantial proportion of the classes in which they were enrolled, and they were infrequently in proximity to classmates without disabilities when they were present. Observations of a comparison group of peers without disabilities enrolled in these same classrooms suggest missed social opportunities for students with severe disabilities. We also found that primary disability category (i.e., autism spectrum disorder, intellectual disability) and type of class (i.e., academic, other) were associated with different patterns of presence and proximity.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Vineland Adaptive Behavior Scales
IES Funded: Yes
Grant or Contract Numbers: R324A100391