Does Self-Contained Special Education Deliver on Its Promises? A Critical Inquiry into Research and Practice

Autor/inn/en	Causton-Theoharis, Julie; Theoharis, George; Orsati, Fernanda; Cosier, Meghan
Titel	Does Self-Contained Special Education Deliver on Its Promises? A Critical Inquiry into Research and Practice
Quelle	In: Journal of Special Education Leadership, 24 (2011) 2, S. 61-78 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Forschungsbericht; Disabilities; Self Contained Classrooms; Special Education; Educational Quality; Inclusion; Literature Reviews; Classroom Environment; Observation; Student Needs; Student Behavior; Court Litigation; Mainstreaming; Educational Legislation; Federal Legislation; Curriculum; Disproportionate Representation + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Quality of education; Bildungsqualität; Inklusion; Klassenklima; Unterrichtsklima; Beobachtung; Student behaviour; Schülerverhalten; Rechtsstreit; Bildungsrecht; Schulgesetz; Bundesrecht; Curricula; Lehrplan; Rahmenplan
Abstract	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.) (As Provided).
Anmerkungen	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
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10