ACADEMIC ENGAGED TIME OF STUDENTS WITH LOW-INCIDENCE DISABILITIES IN GENERAL-EDUCATION CLASSES

Academic engaged time of 6 students with low-incidence disabilities en rolled in a general elementary classrooms for reading or math and at l east one other subject was compared to that of 6 students without disa bilities from the same classes and 6 students without disabilities fro m different classes that were not inclusive. Three dependent measures used were frequency of observation intervals that students were engage d in academic responding, task management, and competing behaviors. Re sults showed no significant differences in academic responding and tas k management behaviors of students with and without disabilities enrol led in general education classes, significant differences between thes e groups on frequency of competing behaviors, no significant differenc es between students without disabilities on academic responding and ta sk management, and significant differences between students without di sabilities on frequency of competing behaviors.