The Instructional Characteristics of Inclusive Classes for Elementary Students with Severe Disabilities: An Exploratory Study

Abstract

This exploratory study examined several instructional characteristics of elementary classrooms serving students with severe disabilities including the individuals who provided instruction to students, the instructional behaviors of these teachers, and grouping structures. The analysis focused on the impact of these variables on the academic responding of students and the extent to which they were the exclusive target of instruction by the various teachers. Observation data were collected on six students with severe disabilities participating in general elementary classrooms for reading or math, and at least one other subject area. The academic responding of students was similar across general education teachers, special education teachers, paraprofessionals, and peers; and the instructional behaviors of each of these groups of instructors was similar. Students had higher rates of academic responding during one-on-one and small group instruction, but they also were engaged in instructional tasks during whole class instruction. Finally, academic responding was positively associated with instruction focused on the student, one-on-one instruction, and instructional interactions with teachers. Academic responding was negatively correlated with whole class instruction and instructional behaviors that were not directed at the student.