Comparison of Academic and Social Outcomes of Students with Extensive Support Needs Across Placements

Abstract

Extending Freeman and Alkin’s review of the literature, this systematic literature review examines the social and academic outcomes of students with extensive support needs (ESN) taught in general education settings compared with those taught in segregated settings. Six comparison design studies were analyzed for contextual factors of educational environments, participants’ characteristics, and outcomes related to social or academic attainment. Results indicate access to the general education classroom with same-age peers is associated with greater academic and social outcomes for students with ESN. There remains a need for improved reporting of participant support needs and demographic information (e.g., SES, nonbinary genders, and race and ethnicity), and a need for improved reporting of potential mediating factors (e.g., contextual factors and personnel) across settings. Detailed implications for future research are provided, particularly as they relate to providing high-quality instruction for students with ESN.

Systematically Planning Supports to Promote Access to and Meaningful Participation in General Education Settings for Students With IDD

“…Isaiah’s case is not unusual. Although most students with IDD spend a majority of their school day in segregated settings (U.S. Department of Education, 2021), research supports the benefits of inclusive education for all students, including those with IDD (Gee et al, 2020; Mansouri et al, 2022). Compared to students with IDD in segregated settings, students with IDD in inclusive settings have improved academic and social progress and increased access to the general education curriculum (Gee et al, 2020; Mansouri et al, 2022).…”

“…Although most students with IDD spend a majority of their school day in segregated settings (U.S. Department of Education, 2021), research supports the benefits of inclusive education for all students, including those with IDD (Gee et al, 2020; Mansouri et al, 2022). Compared to students with IDD in segregated settings, students with IDD in inclusive settings have improved academic and social progress and increased access to the general education curriculum (Gee et al, 2020; Mansouri et al, 2022). Although educators, including special education teachers, general education teachers, and administrators, may value including students in general education classrooms, they may have limited knowledge, resources, and access to a systematic process to successfully plan supports for students with IDD in these settings (Jung et al, 2019; Thompson et al, 2020).…”

The Meaning of DEI for Persons with IDD

“…For students with IDD spending 80% or more of their time in the general education setting, the range across states was from 73.7% to 3.8% [19]. For students with significant (severe) disabilities, there has been limited change in inclusion over the past two decades with only 7% in general education classes over 40% of the time e.g.,, [20].…”

Effective Schoolwide Practices in Support of Students With Extensive Support Needs in an Inclusive Elementary School

“…Extensive research indicates that GE placements result in improved outcomes for students with ESN (Mansouri et al, 2022), yet their segregation remains pervasive in public schools (National Center for Education Statistics, 2022). Prior literature addresses some of the vital systems needed for inclusive programs that disrupt segregation, but offers limited examples describing these systems in real schools – an important support for administrators and leaders working to build and implement effective inclusive programs.…”