Analysis of the Reading Abilities of Students in Integrated and Self-Contained Classrooms

Abstract

The purpose of this study was to determine whether children with learning disabilities, placed into an integrated setting, would progress more in reading achievement than children with learning disabilities placed into self-contained special education setting. In various school districts, children with learning disabilities are being "blended” or integrated into regular education classrooms for the whole day. Some teachers team teach from regular and special education programs. They bring together an interesting mix of skills, strategies and experiences. Depending upon the specific student needs, various grouping combinations can be employed. Large group instruction can be supported by two teachers, an instructional aide, as well as additional support staff such as the language teacher. The subjects for this study consisted of 35 children who were classified and received special education services in an integrated or self-contained setting. The integrated setting included a special education teacher, a regular education teacher and a part-time instructional aide. Degrees of Reading Power (DRP) scores were used as a pretest and posttest measure. In the past, children with learning disabilities were usually placed into a restrictive environment and mainstreamed when appropriate. However The Education for All Handicapped Act of 1975 (P.L. 94-142) mandated that all handicapped children be educated in the least restrictive environment to the maximum extent possible. This study suggests that students with learning disabilities in the integrated setting outperformed the students with learning disabilities in the self-contained setting to a significant degree.