Special education placement as treatment : A comparison of regular and special education classroom environments

This study examined the differences between special and regular education classroom environments and students with learning disability (LD) and behavioral disorder (BD) labels. Specifically, comparisons were made on various teacher, student, task/instructional, and physical environment variables. In addition, the behaviors of identified and non-identified students in regular classrooms were compared. Seven-minute observations using the Code for Instructional Structure and Student Academic Response (CISSAR) and a project-developed CISSAR Supplement were conducted on a sample of 824 regular and 536 special education classrooms. Data were analyzed using multivariate analyses of variance and descriptive statistics. Results suggested that although special and regular education classrooms were similar in some respects (e.g., levels of classroom organization and noise), they differed on many environmental components. In special education classrooms, more approval was shown by teachers, more time was spent in reading and free time activities, and readers and worksheet materials were used more often. These classrooms had fewer students and more adults present. Students showed more student academic response behaviors while in special classrooms. In regular education classrooms, more time was spent in instruction via lectures, and in science and social studies instruction. Students displayed more task management and competing behaviors while in regular classrooms. Finally, regardless of setting, students with LD labels engaged in more task management behaviors than students with BD labels. With the exception of student variables, students with BD and LD students were not differentiated on any of the variables studied. Identified students behavior differed, however, from that of non-identified students in regular classrooms. Specifically, identified students displayed more competing behaviors and less task management than non-identified students. Equal amounts of student academic response behaviors were observed. Results are discussed in terms of how well practices in special and regular education classrooms conform to those found to constitute effective teaching. Two alternative models of special education service delivery are discussed with regard to their feasibility and effectiveness. Finally, implications of obtained results for school psychologists are addressed