Variables Associated with In-School and After-School Integration of Secondary Students with Severe Disabilities

This study examined the association between the level of integration achieved by secondary students with severe disabilities, and selected classroom and student characteristics. Study participants included 39 students with severe disabilities enrolled in five secondary programs implementing the Utah...

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Bibliographic Details
Published in:Education and training in mental retardation 1991-09, Vol.26 (3), p.243-257
Main Authors: McDonnell, John, Hardman, Michael, Hightower, Julia, Kiefer-O'Donnell, Richard
Format: Article
Language:English
Subjects:
Caseloads
Cluster Grouping
Disabilities
High school students
High schools
Home schooling
Intellectual disability
Mainstreaming
Pedagogy
Peer Relationship
Place of Residence
Secondary Education
Severe Disabilities
Social Integration
Special education
Special needs students
Tutoring
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Summary:This study examined the association between the level of integration achieved by secondary students with severe disabilities, and selected classroom and student characteristics. Study participants included 39 students with severe disabilities enrolled in five secondary programs implementing the Utah Communitybased Transition Model (Hardman & McDonnell, 1987). The primary dependent variables included the average amount of time students (1) participated in content area classes within the regular high school curriculum, (2) received instruction from nondisabled peer tutors on personal management and leisure activities, (3) participated in the normal routines of the high school, and (4) had contact after school hours with nondisabled students serving as peer tutors. Pearson-product correlation and simple regression analyses indicated that (1) the proportion of "out-of-boundary" students enrolled on the classroom caseload was negatively associated with both in-school and after school integration, (2) the percent of students on the classroom caseload classified as Severely Multiply Handicapped was negatively associated with both in-school and after school integration, (3) the proximity of the student's educational placement and home was positively associated with in-school and after school integration, and (4) the presence of intense behavior problems was negatively associated with after school integration. Post-hoc analyses indicated that students placed in home school programs had significantly higher levels of integration than students enrolled in cluster school programs. The results are discussed in terms of current educational placement practices for secondary students with severe handicaps.
ISSN:1042-9859