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ERIC Number: EJ963383
Record Type: Journal
Publication Date: 2011-Sep
Pages: 18
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1525-1810
Does Self-Contained Special Education Deliver on Its Promises? A Critical Inquiry into Research and Practice
Causton-Theoharis, Julie; Theoharis, George; Orsati, Fernanda; Cosier, Meghan
Journal of Special Education Leadership, v24 n2 p61-78 Sep 2011
Numerous scholars contend that students with and without disabilities benefit both socially and academically from inclusive services. Other researchers advocate for educating students with disabilities in self-contained settings. The aim of this article is to compare the literature on the rationale for use of self-contained special education classes with the practices adopted in schools by answering the following research question: What are the social, emotional, and academic experiences of students with disabilities placed in self-contained programs? The findings of this study suggest that the purported rationale for self-contained special education in the literature--issues of community, distraction-free environments, specialized curriculum/instruction, and behavioral supports--were not present in the six observed self-contained settings. Implications for school leaders are discussed and the rationales for the utilization of self-contained classrooms are strongly questioned. (Contains 2 tables and 1 figure.)
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001