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

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Title: Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study.
Authors: Kurth, Jennifer A.1 jkurth@ku.edu, Lockman Turner, Elissa1, Zagona, Alison L.1, Kim, Geonhwa1, Loyless, Roxanne1
Source: Research & Practice for Persons with Severe Disabilities. Mar2025, Vol. 50 Issue 1, p66-83. 18p.
Subject Terms: *School environment, *Educational outcomes, *Teaching methods, *Experience, *Students, *School children, *Special education, *Needs assessment, Research funding, Scientific observation, Social support
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. [ABSTRACT FROM AUTHOR]
Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study.
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  Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+for+Persons+with+Severe+Disabilities%22">Research & Practice for Persons with Severe Disabilities</searchLink>. Mar2025, Vol. 50 Issue 1, p66-83. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Needs+assessment%22">Needs assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+observation%22">Scientific observation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/15407969241267283
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              Text: Mar2025
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