Effects of Self-Contained Special Class Placement on Intellectual Functioning on Learning Disabled Students

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Abstract
This research provides additional data relative to the efficacy of self-contained delivery systems for learning disabled children. The effect of one- or two-year special class placement on academic achievement and intellectual functioning was investigated. The number of years in a self-contained class significantly affected arithmetic achievement, F (1.24) = 4.50. p < .05. Significant differences in regression in IQ scores of both groups occurred. These results suggest that additional efficacy research should be conducted prior to formulation of conclusions relative to the use of self-contained classes for LD youngsters. The concept of determining placement alternatives on an individual basis continues to be advocated.