Classroom and Behavior Management Research in Special Education Environments

Authored by: Edward J. Sabornie , Malinda Leigh Pennington

Handbook of Classroom Management

Print publication date:  September  2014
Online publication date:  September  2014

Print ISBN: 9780415660051
eBook ISBN: 9780203074114
Adobe ISBN: 9781135106843

10.4324/9780203074114.ch10

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Abstract

Since 2005, notwithstanding the number of students with disabilities receiving instruction in a general education setting (i.e., participating with nondisabled peers for 80% or more of the school day), a significant number of students with disabilities continue to be educated in more restrictive educational settings, such as resource rooms, self-contained classrooms, and special day and residential school settings. Recent data (i.e., U.S. Department of Education, 2012) show that roughly 20% of students with disabilities are served in resource room settings (i.e., with 40–79% of the remaining school day with typical peers) and that 14% are served in separate or self-contained classrooms (i.e., with 39% or less of remaining school day with nondisabled peers). Even though both of these numbers represent a decrease from 2005 rates, it is notable that the number of students served in separate schools and residential settings (including hospital/homebound and other institutional facilities) has increased from 3.9 to 5.1%.

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