A COMPARISON OF INSTRUCTIONAL CONTEXT, TEACHER-BEHAVIOR, AND ENGAGED BEHAVIOR FOR STUDENTS WITH SEVERE DISABILITIES IN GENERAL-EDUCATION AND SELF-CONTAINED ELEMENTARY CLASSROOMS

This article presents results from an observational study comparing in structional context, teacher behavior, and engaged behavior for 15 stu dents with severe disabilities in general education classrooms and 15 students with severe disabilities in self-contained classrooms. The ob servational data system was the Code for Instruction and Student Acade mic Response-Mainstream Version. The major significant differences wer e that students in general education classrooms received a greater pro portion of their instruction through academic rather than functional a ctivities and received more one-to-one instruction and teacher attenti on than did students in self-contained classrooms. No significant diff erences were found between the settings for student response. The most interesting finding may be that so few differences were found between general education and self-contained classrooms.