This quasi-experimental study focused on 15 pairs of children with extensive support needs, matched across 12 characteristics based on their first complete Individual Education Program (IEP) in the school district. One child in each pair was included in general education for 80% or more of their day from their first IEP to the most current IEP at the time of the study. The other child in the pair was placed in a separate special education class, and was served there from the first IEP to the last IEP. All children were observed over a typical school day with time-sampling data collected on the types of activities, the contexts, and the types of engagement that occurred. In addition, outcome data from the first IEP to the most current IEP in the district were analyzed across three variables: communication levels, literacy levels, and numeracy levels. Results indicated that students in the general education classrooms had a significant, large effect size as compared with their pairs in separate classrooms on several variables. In addition, students in the general education classrooms demonstrated highly significant levels of progress as compared with the students in separate classrooms. Implications related to placement, disability characteristics, progress, and policy are discussed.

中文翻译：

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包容性与单独安置的结果：配对比较研究

这项准实验性研究的重点是 15 对有广泛支持需求的儿童，根据他们在学区的第一个完整的个人教育计划 (IEP) 对 12 个特征进行匹配。从第一次 IEP 到研究时最新的 IEP，每对中的一个孩子在一天中的 80% 或更多时间都被纳入了普通教育。这对孩子中的另一个孩子被安排在一个单独的特殊教育班级，从第一次 IEP 到最后一次 IEP 都在那里接受服务。所有儿童都在一个典型的上学日接受了观察，并收集了有关活动类型、背景和发生的参与类型的时间采样数据。此外，从该地区的第一个 IEP 到最新的 IEP 的结果数据在三个变量中进行了分析：沟通水平、识字水平、和算术水平。结果表明，在几个变量上，与单独教室中的学生相比，通识教育教室中的学生具有显着、大的效应量。此外，与单独教室的学生相比，通识教育教室的学生表现出非常显着的进步水平。讨论了与安置、残疾特征、进展和政策相关的影响。