In this 2011 research article, Julie Causton (et al) examined the reality and rationale of separate educational placements by highlighting the experiences of students with disabilities in six self-contained classrooms. Thanks to IncludeMePA.org for making this article available.
According to Dr. Julie Causton:
After examining the social and academic experiences of students who attended these six classrooms, our response is no. The students in these classrooms are not receiving the purported promise of self-contained classrooms. They were not learning in a location with a protective and/or strong community. There were in a much more, not less, distracting settings. Students were not receiving access to the general curriculum in an individualized manner. Teachers and paraprofessionals were not using thoughtful behavioral interventions but were instead using threats, time-outs, and restraints. Given the empirical and legal preference for inclusive schooling stated above, moving students back into the general education classroom with appropriate supports and services should seriously be considered.
You can read the whole article by DOWNLOADING IT HERE.
What do you think? Do self-contained classrooms deliver on their promises? Tell us about it in the comments section below!