Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study

IF 2 3区 教育学 Q1 EDUCATION, SPECIAL
Jennifer A. Kurth, Elissa Lockman Turner, Alison L. Zagona, Geonhwa Kim, Roxanne Loyless
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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.
有复杂支持需求的小学生在隔离特殊教育教室的经历:混合方法研究
尽管越来越多的证据表明,有复杂支持需求的学生在校期间的大部分时间都在独立(隔离)的特殊教育教室上课,但这些教室与学生的积极成果并无关联。然而,被安排在这些隔离教室的情况依然存在,部分原因是人们对这些环境中的专业化、强化和个性化教学程度的假设。在这项趋同平行混合方法研究中,我们使用时间取样和现场记录数据,对全国 30 名有复杂支持需求的学生进行了观察,以描述(a)教室的生态行为特征,(b)教室中发生的学习活动,以及(c)材料、支持和学习活动如何解释学生在这些教室中的经历。定量的时间取样数据表明,学生的学习机会和停顿时间都很被动,很少有机会与其他同学或与年级一致的内容接触。定性的实地记录数据为定量结果提供了背景。这些发现反映了隔离教室中持续存在的低期望值,与将学生从普通教育中分离出来,让他们在隔离教室中学习的必要性相矛盾。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.30
自引率
20.00%
发文量
20
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