The Educational Context and Outcomes for High School Students with Disabilities: General Education Classes and the Satisfaction of General Education Teachers. Research Report.

The fifth in a series of studies investigating the educational context and outcomes for high school students with disabilities, this study examined instruction provided in inclusive general education classes in three high schools in urban areas, three in suburban areas, and three in rural areas. Five ninth-grade classes, including biology, algebra, Spanish I, English, and social studies, were observed in each school. Observers used a time-sampling observation system to record the behaviors of the teachers and students with disabilities. General education teachers rated their satisfaction with aspects related to the education of students with disabilities in gene'ral education classes, such as their relationship with special education teachers, the outcomes produced, and their own performance in helping these students succeed. Results indicated that teachers were talking and students were listening a large majority of time in general education classes. No research-based programs and few instructional methods were being used, nor was technology being used to aid instruction. Almost no accommodations were being used for students with disabilities. General education teachers were not very satisfied with the way special education teachers are working with them on behalf of students with disabilities or their own performance. Student Observation Sheet and Teacher Observation Sheet are appended. (Contains 43 references, 21 tables, and 12 figures.) (Author/CR) Reproductions supplied by EDRS are the best that can be made from the original document. ,te forAcademic Access Research Report #5 The educational context and outcomes for high school students with disabilities: General education classes and the satisfaction of general education teachers Jean B. Schumaker, Janis A. Bulgren, Betsy Davis, Bonnie Grossen, Janet. Marquis, Donald D. Deshler, and B. Keith Lenz 2002 U.S. DEPARTMENT OF EDUCATION Offide of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION ...K1 CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality, Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. I DEAs) 0 that work U.S. Office of Special Education Programs Sponsored by the U.S. Department of Education, Office of Special Education Programs Grant # 84.324S 2 BEST COPY AVAILABLE General Education Classes Abstract This descriptive study focused on the instruction provided in inclusive general education classes in nine high schools in four states. Three of the schools were located in urban areas; three were in suburban areas; and three were in rural areas. Five ninth-grade classes, including biology, algebra, Spanish I, English, and social studies, were observed in each school. Observers used a time-sampling observation system to record the behaviors of the teachers and students with disabilities in the classes. General education teachers rated their satisfaction with aspects related to the education of students with disabilities in general education classes such as their relationship with special education teachers, the outcomes produced, and their own performance in helping these students succeed. Results indicated that teachers are talking and students are listening a large majority of time in general education classes. No research-based programs and few instructional methods are being used, nor is technology being used to aid instruction. Almost no accommodations are being used for students with disabilities. Satisfaction ratings were low across the schools and all areas.This descriptive study focused on the instruction provided in inclusive general education classes in nine high schools in four states. Three of the schools were located in urban areas; three were in suburban areas; and three were in rural areas. Five ninth-grade classes, including biology, algebra, Spanish I, English, and social studies, were observed in each school. Observers used a time-sampling observation system to record the behaviors of the teachers and students with disabilities in the classes. General education teachers rated their satisfaction with aspects related to the education of students with disabilities in general education classes such as their relationship with special education teachers, the outcomes produced, and their own performance in helping these students succeed. Results indicated that teachers are talking and students are listening a large majority of time in general education classes. No research-based programs and few instructional methods are being used, nor is technology being used to aid instruction. Almost no accommodations are being used for students with disabilities. Satisfaction ratings were low across the schools and all areas.