B. Larrivee et al., CASE-STUDIES OF 6 SCHOOLS VARYING IN EFFECTIVENESS FOR STUDENTS WITH LEARNING-DISABILITIES, The Elementary school journal, 98(1), 1997, pp. 27-50
Historically, special education research has focused on placement and
service-delivery options rather than on the broader school environment
. In this study, we examined special education as an effort by schools
to organize education for students with mild disabilities. To investi
gate which variations in how schools organize instruction account for
their relative effectiveness, we selected 6 schools representing a ran
ge of effectiveness based on measures of academic performance, self-es
teem, and school adjustment of students with mild disabilities. We the
n established overall school environment ratings based on data from ob
servations and student and teacher interviews. The findings indicated
that no single feature, structure, or organization of school environme
nt consistently indicated a school's relative standing or its relative
effectiveness based on student performance. This article describes ho
w the case study schools were organized to educate students with mild
disabilities, what kind of educational environment this created for st
udents, and how organizational features appeared to relate to outcomes
. Implications for educational policy and future research are discusse
d.