Regular Class Placement Research Articles

Outcomes of Regular and Special Class Placement for Students with Special Educational Needs – A Quasi-experimental Study

ABSTRACT This study reports on an investigation of the differences in results between students with special educational needs assigned to special classes or regular classes in lower secondary education. Cognitive competencies were measured using curricular Finnish and mathematics tasks, school achievement using grade point average (GPA), and learning motivation by using self-reported goal-orientation scales. Propensity score matching was utilized to match the students according to their propensity to be placed in special classes, and 134 pairs were produced out of 860 available students with SEN from which 477 were assigned to special classes. Results of students assigned to special classes did not differ in curricular Finnish and mathematics in ninth grade when compared to their closely-matched peers in regular classes. However, students in special classes had higher GPAs and a higher performance-approach orientation and mastery-extrinsic orientation than students assigned to regular classes.

Manajemen Pengembangan Kurikulum Sekolah Inklusi

This study aims to explain how to develop curriculum in inclusive schools, the paradigm used in this research is the paradigm of management functions of curriculum development. Then the supporting and inhibiting factors in the process. This study uses a qualitative method using a curriculum development management approach. The data in this study were obtained through observation, in-depth interviews, and document analysis. Testing the authenticity of the data through continuous observation and triangulation of sources and methods. Data analysis uses an interactive way, including; data collection, data reduction, data presentation and conclusion drawing. The results of this study indicate that: first: the treatment given by the inclusive schools in Madrasah Aliyah Baitul Makmur towards children with different special needs is adjusted to their respective levels. For example services with regular classes with pull outs and for Madrasah Aliyah Baitul Makmur use a regular class placement / service system. Second; the development carried out at schools in Madrasah Aliyah Baitul Makmur curriculum development tailored to the characteristics / psychology of their students. The inhibiting factors are the lack of facilities and infrastructure and the absence of special teachers for children with special needs.

O Pacto Nacional pelo Fortalecimento do Ensino Médio: limites e possibilidades da formação e atuação docente no campo da educação inclusiva

A ausência do campo temático da educação inclusiva nos cadernos de formação de professores do Pacto Nacional pelo Fortalecimento do Ensino Médio foi suficiente para gerar inquietações, reflexões e o desejo de realizar um estudo teórico, com o objetivo de analisar o alcance dos fundamentos legais da política de educação especial na perspectiva inclusiva, confrontando com as possibilidades e os limites da formação e atuação do trabalho docente no ensino médio propostos no referido pacto. A inclusão de alunos com necessidades especiais no sistema regular de ensino é hoje a diretriz principal das políticas públicas educacionais, tanto a nível federal, quanto estadual e municipal. Então, como justificar a criação de um programa nacional de formação docente para os professores do ensino médio sem levar em consideração o currículo e as práticas de ensino na perspectiva da educação inclusiva? Não seria um paradoxo lançar um pacto pelo fortalecimento do ensino médio excluindo dos encontros, estudos e trocas de experiências entre professores os preceitos básicos a respeito da educação inclusiva? Cada vez mais as escolas recebem alunos com necessidades educativas especiais e sua inclusão nas classes regulares de ensino médio, sem a devida qualificação profissional docente, tende a aumentar os indicadores de evasão, distorção idade-série e reprovação escolar, agravando o quadro de exclusão escolar e, consequentemente, de discriminação social. Não se pode fazer inclusão quando não se consegue sequer incluir no programa de formação docente o campo temático da educação inclusiva. Nesse sentido, com este artigo, espera-se trazer à tona a discussão sobre a exclusão do tema da educação inclusiva no programa de formação de professores do Pacto Nacional pelo Fortalecimento do Ensino Médio e propor a inclusão, em caráter especial, da educação inclusiva como campo temático, sugerindo a produção de um caderno complementar para esse fim.Palavras-chave: educação inclusiva, formação de professores, exclusão.

Perspectives on Regular and Support Class Placement and Factors that Contribute to Success of Inclusion for Children with ASD

Abstract For young children with autism spectrum disorder (ASD) in regular schools, ASD specific service delivery options include regular class placement with itinerant consultative support and support class placement. This study provided an examination of levels of parent, teacher and principal satisfaction with both regular class placement (n = 39) and a satellite support class option (n=35), which provides a more gradual transition into regular class. Given that regular class placement was the ultimate goal for children enrolled in the study, factors that either facilitated or acted as barriers to successful inclusion were examined for those children currently in regular classes. There were relatively high levels of parent, teacher and principal satisfaction with both satellite support class and regular class placement for children with ASD, with higher levels of parental satisfaction with satellite support placement. Across all respondents, the most frequently identified facilitating factors were related to teaching practices and skills. In contrast, barriers identified were generally related to child characteristics. A number of suggestions for future research are offered.

Diverging paths in upper secondary education: competence attainment among students with special educational needs

The main objective of specially adapted teaching in upper secondary education in Norway is to help students attain vocational or academic competence. However, a contested issue is whether it is conducive to place students with special educational needs in regular or special classes. Another question is whether boys and girls benefit to the same degree from placement in a specific type of class. The analyses presented in this article are based on data from a longitudinal study of nearly 500 adolescents with special educational needs who have been followed prospectively over 6 years. The results demonstrate that students receiving special support in regular classes obtain vocational or academic qualifications to a greater degree than students in special classes. In particular, girls benefit from placement in regular classes. This pattern does not change when the analyses control for relevant variables that are known to affect competence attainment, e.g. the students’ functional level registered at the start of upper secondary school.

Outcomes in Pediatric Epilepsy: Seeing Through the Fog

To identify clinical and predictive features of outcome in cryptogenic epilepsy in pediatric neurology practice, the medical records of all patients with cryptogenic epilepsy (as defined by the International League Against Epilepsy) in a single pediatric neurology practice over a 12-year interval with at least 2 years of follow-up were systematically and retrospectively reviewed. Review revealed 60 children with cryptogenic epilepsy: 32 (53.3%) males, 11 (18.3%) prior febrile seizure, 9 (15.0%) developmental delay at onset, and 38 (63.3%) placement in regular classes. Twenty-two (35.7%) had generalized seizures. Mean follow-up after initiating antiepileptic medication was 53 months (range 24-128 months). Four (6.7%) were intractable; 4 (6.7%) had very poor outcomes; 8 (13.3%) had poor outcomes; 44 (73.3%) were well controlled. Sixteen (26.7%) and 31 (51.7%) had seizure recurrence within the last 12 and 24 months, respectively. Twenty-nine (48.3%) were seizure-free for at least 24 months. Factors associated with a poor outcome include seizure recurrence in the 6- to 12-month interval after therapy initiation (P = 0.006) and developmental delay at onset (P = 0.023). This case series suggests that children with cryptogenic epilepsy tend to have a favorable outcome. Seizure recurrence in the first months after therapy initiation and developmental delay apparent at onset are predictive of poor outcome.

Full Inclusion: An Empirical Perspective

It is argued that educational treatments of children with disabilities should be empirically validated. From this perspective the current press for full inclusion is examined against empirical evidence bearing on the major assertions of advocates for full inclusion. Students with emotional and behavioral disorders (EBD) are among the most difficult to include, and the unique problems presented by such children often are ignored by advocates for full inclusion. Arguments for full inclusion, particularly as they apply to children with emotional and behavioral disorders suffer from: (a) the failure to specify what constitutes full inclusion, (b) the weakness of relying on anecdotal reports and single case studies to validate the utility of full inclusion of all children with disabilities, and (c) the fact that the evidence that does exist fails to include children with emotional and behavioral disorders. Finally, evidence is summarized that contradicts the position that “more restrictive” placements are never beneficial and that regular class placement is always beneficial to all children with disabilities.

How does Observational Learning affect the Behavior of Students with Emotional or Behavioral Disorders? A Review of Research

An hypothesis supporting placement of students with emotional or behavioral disorders in regular classes and schools is that they will imitate the appropriate behavior of nondisabled peer models. We discuss findings of research on observational learning, including research regarding model characteristics and the observers' responses, vicarious reinforcement as implicit punishment, direction and duration of vicarious effects, vicarious effects on students with problem behavior, observers' other characteristics and vicarious effects, and aggression and vicarious processes. We conclude that placement in regular classes is not sufficient to ensure the imitation of appropriate peer models, that imitation of appropriate behavioral models is possible in special classes and schools, and that substantial changes in regular classes would be required to induce the desired imitation of non-disabled peers.

Counterpoint: Special Education—Ineffective? Immoral?

Full inclusionists appear to be using the old left-jab-right-hook combination to bring education to the canvas. Their jab is the charge that education isn't effective; their hook is the assertion that separate programming is inherently unequal and immoral. Both claims have been taken at face value by too many for too long. Special Education Doesn't Work? Following is but a sampling of the negative evaluations of education that abound in the professional literature. What is known about the education of students labeled as handicapped? First, separate education does not work (Gartner & Lipsky, 1989, p. 26). [Special education] pulls students from general education classrooms and places them in small, segregated classes, in which they ... are given watered-down curriculum, and receive less rather than more instructional time (Wang & Walberg, 1988, p. 131). Even when all measures are taken to coordinate the pullout program with the work of the regular class, students do not benefit Biklen & Zollers, 1986, p. 581). These sweeping assertions may make good copy, but they don't hold water. Special education have been effective for some students-and persuasive of this has been around for more than a decade. Carlberg and Kavale (1980), for example, undertook a meta-analysis of 50 independent studies of (including resource rooms) versus regular classes. They concluded that special were ... significantly inferior to regular class placement for students with below average IQs, and significantly superior to regular class for behaviorally disordered, and disabled (p. 295). Sindelar and Deno (1978) conducted a narrative review of 17 studies to determine the effectiveness of resource rooms. They used more stringent selection criteria than did Carlberg and Kavale, reviewing only investigations with relevant comparison groups. Nevertheless, their findings are consonant with those of Carlberg and Kavale: Resource rooms were more effective than regular classrooms in improving the academic achievement of students with disabilities or emotional and behavioral disturbances. By contrast, there were no reliable differences between resource and mainstream with respect to the academic improvement of children with mild mental retardation. However, as Sindelar and Deno noted, one clear trend has begun to emerge: The most carefully designed studies have . . . obtained the most affirmative results [for education programs! (p. 24). Madden and Slavin (1983) performed perhaps the most systematic and comprehensive synthesis of the effects of placing mildly academically handicapped (MAH) students (i.e., those labeled learning disabled, emotionally disturbed, and educable mentally retarded) in full-time education classes, resource rooms, and full-time regular classes. Their findings are generally in accord with those of the two reviews just described. Regarding the efficacy of full-time for MAH pupils, Madden and Slavin wrote, Students closest in achievement level to the regular students benefit most from assignment to the regular class, whereas students with much more serious problems gain most in classes (p. 530). However, evidence concerning the achievement effects of part-time resource is less clear. Results probably depend to a large extent on the quality of the resource programs (p. 530). Thus, three independent reviews come to the same conclusion: Special and resource rooms contribute more to the academic achievement of some types of special-needs students than do regular classrooms. Special education can and do work in certain places, make no mistake. It is equally clear, however, that education does not work everywhere. …

Teacher Efficacy and Student Problem as Factors in Special Education Referral

We investigated the influence of teacher efficacy and student problem type on teachers' placement and referral decisions. Regular and special educators ( N= 192) were randomly assigned a case study describing a student having a learning and/or behavior problem and asked to judge (a) whether the student was appropriately placed in regular education and (b) whether they would refer this student to special education. Analysis of an efficacy scale yielded two factors: personal efficacy and teaching efficacy. Results indicated that regular and special educators were most likely to agree with regular class placement when they were high in both dimensions of efficacy. Regular educators higher in personal efficacy were more likely to agree with regular education placement than those with lower personal efficacy. In addition, students with combined learning and behavior problems were found to be the most susceptible to referral. This study suggests that teachers' sense of efficacy underlies their placement decisions.

Teacher Efficacy and Bias in Special Education Referrals

Abstract This study investigated teachers' sense of efficacy and biases in their decisions to refer students to special education. Teachers (N = 240) read a case study about a student with academic difficulties and judged the appropriateness of the student's regular class placement and whether they would refer the student. Teachers were randomly assigned to one of six conditions, in which student socioeconomic status (SES) and etiology of the learning problem were varied. Findings revealed that teachers who perceive themselves as ineffectual consider regular education inappropriate for underachieving students from low-SES families; teachers who believe that they are effective do not differentiate students by SES. Further, teachers referred students whose learning problems had an unspecified etiology more than those whose problems were medically or environmentally based. Thus, teachers' referral decisions appear to be biased by variables unrelated to the specific academic difficulties of the student.

Least Restrictive Environment Programming for Individuals with Hearing Impairments: A Response to Butterfield

This paper is in response to the article recently publishedin Adapted Physical Activity Quarterly entitled “Physical Education and Sport for the Deaf: Rethinking the Least Restrictive Environment” (Butterfield, 1991). Dr. Butterfield maintained that regular class placement of deaf students is inappropriate whereas such placements lack (a) cultural foundations unique to deaf individuals and essentials for their optimal development and (b) appropriate supportive services vital for the education of such students. In response, the present paper (a) delineates terminology frequently applied to individuals with hearing impairments and (b) maintains that failures of least restrictive environment placement are failures of implementation rather than of conception. Specifically, it is hypothesized taht lack of estabilished supportive services for students with hearing impairments may be traced, in part, to rejection of the least restrictive environment concept by such students and their parents/guardians. This paper contends that individuals with hearing impairments have much more to gain than to lose from increasing ties to the hearing world, particularly in educational settings.

Ancillary staff members' mainstreaming recommendations for students with mild exceptionalities

Mainstreaming decisions, including identification of handicapped students for regular class placement and support service recommendations (e.g., reduced class size, inservice training, consultation services), are frequently made by nonclassroom personnel such as school psychologists, occupational/physical therapists, and speech/language pathologists. Factors considered by these professionals in making mainstreaming decisions are poorly understood, however. This study sought to identify mainstreaming modifications judged to be important by ancillary professionals in recommending mainstreaming of students with mild exceptionalities. Data revealed that no significant differences were noted in number of selected modifications as a function of diagnostic category. Ancillary staff members indicated, however, that substantial modifications were needed to facilitate successful mainstreaming. Results are discussed relative to current educational trends.

Alternative therapies and developmental disabilities

Journal of Paediatrics and Child HealthVolume 26, Issue 4 p. 188-189 Free Access Alternative therapies and developmental disabilities P. J. Graves FRACP, P. J. Graves FRACP Senior Lecturer, Monash University Department of Paediatrics, Monash Medical Centre, Clayton Road, Clayton, Vic. 3168, Australia.Search for more papers by this author P. J. Graves FRACP, P. J. Graves FRACP Senior Lecturer, Monash University Department of Paediatrics, Monash Medical Centre, Clayton Road, Clayton, Vic. 3168, Australia.Search for more papers by this author First published: August 1990 https://doi.org/10.1111/j.1440-1754.1990.tb02425.xCitations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. References 1 Robertson D. A. F., Ayres R. C. S., Smith C. L., Wright R. Adverse consequences arising from misdiagnosis of food allergy. Brit. Med. J. 1988; 297: 719– 20. 2 Report of the Board of Science and Education. Alternative Therapy. British Medical Association, London . 1986. 3 Simeonsson R. J., Cooper D. H., Schneiner A. P. A review and analysis of the effectiveness of early intervention programs. Pediatrics. 1982; 69: 635– 41. 4 Piper M. C., Kunos V. I., Willis D. M., Mazer B. L., Ramsay M., Silver K. M. Early physical therapy effects on the high risk infant: a randomized controlled trial. Paeditrica 1986; 78: 218– 24. 5 Bax M. Aims and outcomes of therapy for the cerebral-palsied child. Dev. Med. Child Neurol. 1986; 28: 695– 6. 6 Potatajko H. J. A critical look at vestibular dysfunction in learning disabled children. Dev. Med. Child Neurol. 1985; 27: 283– 92. 7 Mercer J. Social system perspective and clinical perspective: frames of reference for understanding career patterns of persons labelled as mentally retarded. Soc. Problem 1965; 13: 18– 34. 8 Nirje B. The basis and logic of the normalization principle. Aust. N.Z. J. Dev. Disab. 1985; 11: 65– 8. 9 McMillan D., Jones R. L., Aloia G. F. The mentally retarded label: a theoretical analysis and review of research. Amer. J. Ment. Defic. 1974; 79: 241– 61. 10 Jankinson J. C. School and disability: research and practice in integration. Aust Educ. Rev. 1987; 26. 11 Bax M. Intervention — The doctor's job. Dev. Med. Child Neurol. 1985; 27: 281– 82. 12 Russell D. J., Rosenbaum P. L., Cadman D. T., Gowland C., Hardy S., Jarvis S. The gross motor function measure: a means to evaluate the effectiveness of physical therapy. Dev. Med. Child Neurol. 1989; 31: 341– 52. 13 Carlberg C., Kavale K. The efficacy of special versus regular class placement for exceptional children: a meta-analysis. J. Special Educ. 1980; 14: 295– 309. 14 School of Public Health and Tropical Medicine. A Manual of Standards for Community Health. Australian Government Publishing Service, Canberra . 1985. 15 Community Services Victoria, Office of Intellectual Disability Services. Standards for Residential Services. Government Printer, Melbourne . 198. Citing Literature Volume26, Issue4August 1990Pages 188-189 ReferencesRelatedInformation

Is Regular Class Placement Really the Issue? A Response to Brown, Long, Udvari-Solner, Schwarz, VanDeventer, Ahlgren, Johnson, Gruenewald, and Jorgensen

Is Regular Class Placement Really the Issue? A Response to Brown, Long, Udvari-Solner, Schwarz, VanDeventer, Ahlgren, Johnson, Gruenewald, and Jorgensen

Special Education Placement: Is it What You Know or Where You Live?

Danielson and Bellamy's article on federal data on segregated placement of students with disabilities (see pp. 448–455 of this issue) points out the failings in many situations to live up to the intent of Public Law 94–142, which clearly sets forth a presumption in favor of regular class placement in regular school buildings for children with disabilities. The need to eliminate geographic and funding restrictions to placement of students with disabilities in the least restrictive environment is stressed. Realistic but affirmative action and closer scrutiny of demonstration projects that have successfully integrated children with various disabilities into the regular classroom should be the focus of efforts.

The Power of Hypothesis Testing in Special Education Efficacy Research

The efficacy of special class placement for mildly handicapped children was an early focus of special education research and has been the subject of at least two narrative reviews and one meta-analysis. In general, special class placement has proved to be no more effective than regular class placement on measures of achievement and social adjustment. However, the power with which the efficacy of special classes has been tested is unknown; thus inadequate statistical power represents an alternative explanation for the findings. The power of the statistical tests in 35 efficacy studies to detect small, medium, and large effect sizes was determined. The power to detect a medium effect size where one existed was no better than chance. However, 21 studies had adequate power to detect a large effect size. The effect sizes for these 21 studies on academic and social measures were highly variable and their averages quite small. Thus, conclusions drawn from previous reviews may be valid, in spite of the failure of earlier reviewers to consider statistical power. The implications of the present analysis for researchers, policy makers, and funding agencies are discussed in relation to the Regular Education Initiative and contemporary efficacy research.

A Naturalistic Study of School Psychologists' Use of Diagnostic Test Data in Making Decisions

The purpose of this study was to examine the influence of psychological test data on school psychologists' decisions using naturalistic methodology. Archival test data were examined comparing students who had been tested and subsequently recommended for a learning disability program with students who had been tested and recommended for regular class placement. The results of a discriminant function analysis indicated that psychological test data did differentiate between those who were placed in special education and those who were not. Specifically, the IQ-achievement discrepancy score contributed most significantly to the obtained differences; this is a practice consistent with federal guidelines for the determination of a learning disability. Further analyses showed that school psychologists were able to determine eligibility on an individual basis with a high degree of accuracy. It was concluded that for the most part, school psychologists utilize psychological test data appropriately in their decision-making practices.

An Investigation of the Effect of Due Process Hearing Officer Occupation on Placement Decisions

Forty-three due process hearing officers representing three different occupational groups read behavioral vignettes describing 20 problem children and then selected one of eight possible educational placement alternatives. Possible alternatives ranged from regular class placement through residential school placement. Results indicated that placement decisions made by the three experimental groups were not significantly affected by the differences in occupational status. Implications of the findings and use of the data collection instrument for future research are discussed.

The effects of an intermediary placement on learning disabled and low-achieving adolescents.

Staffed by a team of regular and special educators and funded by a combination of regular and special education monies, an intermediary setting, the “Learning Laboratory,” was established for learning disabled and low-achieving adolescents. Students' academic abilities were not strong enough for regular class placement, but not so weak as to require a special education resource setting. After a year of participation, analyses of pre- and post-academic measures indicated that sixth to eighth grade learning disabled students demonstrated significant reading gains when compared with control students; ninth to twelfth grade learning disabled students did not demonstrate academic gains. However, subsequent analyses of school attendance data showed a significantly higher absenteeism rate for low-achieving students across sixth to eighth and ninth to twelfth grades. Results indicate that while some learning disabled students may benefit from such a setting, non-special education students may respond negatively to being placed with exclusively learning disabled students in certain classes.