Does Self-Contained Special Education Deliver on Its Promises? A Critical Inquiry into Research and Practice.

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Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability (2016, background): “In fact, these data, in partnership with other investigations of self-contained special education settings (e.g., Causton-Theoharis et al., 2011; Pennington & Courtade, 2015), indicate the shortcomings of IDEA’s least restrictive environment (LRE) principle after 40 years of implementation and…”
Supporting Students With Severe Disabilities in Inclusive Schools (2015, background): “Research over the past 40 years has continued to demonstrate that inclusive practices are in fact associated with improved outcomes for students with disabilities, and that selfcontained (segregated) settings fail to deliver on their promises of effective practices (Causton-Theoharis et al., 2011).”
Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes (2017, background): “Several studies illustrate that in segregated contexts, instruction is decontextualized, teacher-directed, focused on rote skills, and comprised mostly individual work (e.g., Causton-Theoharis et al., 2011; Kleinert et al., 2015).”