Opening the doors to self-contained special education classrooms: Perspectives on their continued use

Scholz, Robin L. Despite both federal law favoring inclusion and decades of scholarly research highlighting the benefits of inclusive practices in K-12 public schools, students with moderate to severe disabilities continue to be educated in self-contained special education classrooms. This research aims to bring to light the experiences of special education teachers who primarily educate students with disabilities in self-contained classrooms to better understand the continued use of this educational practice. Specifically, 15 high school special education teachers from a Midwestern metropolitan area were interviewed, generating detailed stories and experiences that help explain both the internal and external factors for their continued use of self-contained classrooms. Internal factors included the special education teacher mindset (perceived appropriateness of general education classes, behavioral problems, and safety issues for students and staff), the general education teacher mindset (perceived rigidity of who constituted a student, teaching styles and content, and lack of experience and discomfort working with students with moderate to severe disabilities), and systemic school barriers greatly influenced the continued use of self-contained special education placement settings for students with moderate to severe disabilities. One external factor–parent and guardian voice–also contributed to students with moderate to severe disabilities continuing to be educated in self-contained settings. These findings indicate the need for further studies that aim to understand alternative perceptions of key stakeholders in K-12 education as it pertains to inclusion, school district special education program audits that focus on systemic change, and customized professional development for key stakeholders focusing on both why inclusion is important and how it can be successfully implemented in schools.

Author dc:creator

• Scholz, Robin L.

• Special education teachers
• Inclusive education

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/880

OAI identifier oai:identifier

oai:alverno.omeka.net:880