Abstract
Using qualitative methodology, this study investigated the effects of special education placement from the perspectives of nine high school students receiving learning disabilities services in separate classrooms. Three topics were investigated: peer acceptance, perceptions of self, and perceived efficacy of learning disabilities programs. Results indicated that students did not view their special education experiences as either socially or academically efficacious. Nevertheless, they valued the services because separate settings had provided means to avoid an unresponsive general education system. Students viewed the movement for integration of general and special education services as unrealistic. They perceived existent general education as unable and unwilling to adapt to individual student needs.
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