Effects of classroom composition on cognitive and language development and social behavior of young children with disabilities

Abstract

This study examined the effects of three different classroom compositions--segregated, integrated special education, and mainstreamed--on the developmental and social behavior outcomes of 66 young children with disabilities. No main effect differences between the three groups appeared on any of the measures. Aptitude-by-treatment analyses revealed that higher performing children gained more in integrated special education settings, whereas lower performing children gained more in segregated and mainstreamed settings. Classroom observations of teacher behavior and children's isolate/unoccupied play provide explanations for the performance of lower performing children with disabilities. Other explanations are suggested to account for the behavior of higher performing children with disabilities. Caution is suggested in pursuing full inclusion as the only placement option for young children with disabilities.