Case Studies of Six Schools Varying in Effectiveness for Students with Learning Disabilities

Abstract

Historically, special education research has focused on placement and service-delivery options rather than on the broader school environment. In this study, we examined special education as an effort by schools to organize education for students with mild disabilities. To investigate which variations in how schools organize instruction account for their relative effectiveness, we selected 6 schools representing a range of effectiveness based on measures of academic performance, self-esteem, and school adjustment of students with mild disabilities. We then established overall school environment ratings based on data from observations and student and teacher interviews. The findings indicated that no single feature, structure, or organization of school environment consistently indicated a school's relative standing or its relative effectiveness based on student performance. This article describes how the case study schools were organized to educate students with mild disabilities, what kind of educational environment this created for students, and how organizational features appeared to relate to outcomes. Implications for educational policy and future research are discussed.