Comparison of a Mainstream and Self-Contained Special Education Program

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Abstract
This study sampled 145 elementary school handicapped children (EMR, TMR, MBI, and ED) in order to compare a mainstreamed and self-contained special education program in a large urban school district. The selection of 19 pairs of children — matched closely in terms of exceptionality, behavior and descriptive profiles, intelligence, CA, gender, and ethnicity — provided good experimental control for the study, and selection of a larger sample provided partial replication for findings from the matched pairs sample. Results showed that mainstream education was a viable alternative for the majority of sampled children, and teacher ratings of student performance revealed no differences between the two programs. While mainstreaming is not appropriate for all handicapped children, the study demonstrated that the potential extent of mainstreaming for many handicapped children is considerable. The special education curricular experience of the mainstreamed students was found to be more advanced, and it was suggested that the possible effect of mainstreaming on the teaching and expectations of special education teachers be investigated. Teachers reported good adjustment and social integration of mainstreamed students in the regular program, which differed from previously reported research.