| Title: |
Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study |
| Language: |
English |
| Authors: |
Jennifer A. Kurth (ORCID 0000-0002-5947-7642); Elissa Lockman Turner (ORCID 0000-0002-5836-3088); Alison L. Zagona (ORCID 0000-0002-1857-1851); Geonhwa Kim (ORCID 0000-0003-1903-297X); Roxanne Loyless |
| Source: |
Research and Practice for Persons with Severe Disabilities. 2025 50(1):66-83. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324A180024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Elementary School Students; Students with Disabilities; Self Contained Classrooms; Special Education; Student Placement; Student Needs; Classroom Environment; Learning Activities; Instructional Materials; Student Experience; Program Effectiveness; Teacher Expectations of Students; Student Behavior; Teacher Behavior; Curriculum; Educational Practices |
| DOI: |
10.1177/15407969241267283 |
| ISSN: |
1540-7969; 2169-2408 |
| Abstract: |
Over 90% of students with complex support needs are taught in self-contained (segregated) special education classrooms for most of their school day, despite accumulating evidence these classrooms are not associated with positive student outcomes. Yet placement in these segregated classrooms persists, in part because of assumptions about the degree of specialized, intensive, and individualized instruction that occurs in these settings. We observed a national sample of 30 students with complex support needs using time sampling and fieldnote data in this convergent parallel mixed methods study to describe (a) the ecobehavioral characteristics of classrooms, (b) the learning activities occurring in classrooms, and (c) how the materials, supports, and learning activities explain student experiences in these classrooms. Quantitative time sampling data indicated that students experienced passive learning opportunities and downtime, with few occasions to engage with other peers or grade-aligned content. Qualitative fieldnote data provided context for the quantitative results. These findings provide a picture of the low expectations that persist in segregated classrooms and contradict the need to remove students from general education to learn in segregated classrooms. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2025 |
| Accession Number: |
EJ1470970 |
| Database: |
ERIC |