Examining the Research Base of the Regular Education Initiative

Abstract

Two bodies of research used to support the Regular Education Initiative are (a) the literature on the efficacy of special education and (b) studies examining the Adaptive Learning Environments Model (ALEM), a program for educating handicapped children in regular education classrooms that is often cited as an example of effective practice. The support provided by these lines of research, however, is minimal. The efficacy literature contains many limitations in terms of methodology, the age of the studies, and an emphasis on physical placements instead of practices within the placements; even if these limitations are overlooked, the results of the efficacy studies do not totally favor regular education over special education for mildly handicapped students. The ALEM studies provide insufficient information on program and subject characteristics and contain a variety of methodological limitations that call into question their conclusions. Though these limitations in the research supporting the Regular Education Initiative do not prove that special education is effective, we believe a variety of regular and special education service configurations for mildly handicapped students should still be available.

Get full access to this article

View all access options for this article.

References

Bickel, W.E. , & Bickel, D.P. (1986). Effective schools, classrooms, and instruction: Implications for special education. Exceptional Children 52, 489–500.

Biklen, D. , & Zollers, N. (1986). The focus of advocacy in the LD field. Journal of Learning Disabilities 19, 579–586.

Budoff, M. , & Gottlieb, J. (1976). Special-class EMR children mainstreamed: A study of an aptitude (learning potential) x treatment interaction. American Journal of Mental Deficiency 81, 1–11.

Carlberg, C. , & Kavale, K. (1980). The efficacy of special versus regular class placement for exceptional children: A meta-analysis. The Journal of Special Education 14, 295–309.

Goldstein, H. , Moss, J. , & Jordan, L.J. (1965). The efficacy of special class training on the development of mentally retarded children. Urbana: University of Illinois Press.

Gottlieb, J. , Alter, M. , & Gottlieb, B.W. (1983). Mainstreaming mentally retarded children. In J.L. Matson & J.A. Mulich (Eds.) Handbook of mental retardation (pp. 67–77). New York: Pergamon.

Hallahan, D.P. , & Kauffman, J.M. (1988). Exceptional children: Introduction to special education (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.

Hallahan, D.P. , & Keller, C.E. (1986). Study of studies for learning disabilities: A research review and synthesis. Charleston: West Virginia Department of Education.

Keogh, B.K. , & Levitt, M.L. (1976). Special education in the mainstream: A confrontation of limitations? Special education in the mainstream: A confrontation of limitations?, Focus on Exceptional Children, 8–1.

10.

Keogh, B.K. , Major-Kingsley, S. , Omori-Gordon, H. , & Reid, H. (1982). A system of marker variables for the field of learning disabilities. Syracuse, NY: Syracuse University Press.

11.

Lakin, K.C. (1983). A response to Gene V. Glass. A response to Gene V. Glass, Policy Studies Review(2), 1–233.

12.

Leinhardt, G. , & Pallay, A. (1982). Restrictive educational settings: Exile or haven? Restrictive educational settings: Exile or haven?, Review of Educational Research, 52–557.

13.

Lilly, M.S. (1986). The relationship between general and special education: A new face on an old issue. Counterpoint 6(1), 10.

14.

Madden, N.A. , & Slavin, R.E. (1983). Mainstreaming students with mild handicaps: Academic and social outcomes. Review of Educational Research 53, 519–569.

15.

Polloway, E.A. , & Smith, J.D. (1983). Changes in mild mental retardation: Population, programs, and perspectives. Exceptional Children 50, 149–159.

16.

Reynolds, M.C. , & Lakin, K.C. (in press). Non-categorical special education: Models for research and practice. In M. C. Wang , M.C. Reynolds , & H.J. Walberg (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon.

17.

Reynolds, M.C. , Wang, M.C. , & Walberg, H.J. (1987). The necessary restructuring of special and regular education. Exceptional Children 53, 391–398.

18.

Robinson, N.M. , & Robinson, H.B. (1976). The mentaliy retarded child (2nd ed.). New York: McGraw-Hill.

19.

Rosenshine, B.V. (1979). Content, time, and direct instruction. In P.L. Peterson & H.J. Walberg (Eds.), Research on teaching: Concepts, findings, and implications (pp. 28–56). Berkeley, CA: McCutchan.

20.

Strom, C.D. , & Wang, M.C. (1982, March). A validation study of a degree of program implementation assessment instrument. Paper presented at the annual meeting of the National Council on Measurement in Education, New York.

21.

Tindal, G. (1985). Investigating the effectiveness of special education: An analysis of methodology. Journal of Learning Disabilities 18, 101–112.

22.

Wang, M.C. , & Baker, E. T. (1985–1986). Main-streaming programs: Design features and effects. The Journal of Special Education 19(4), 504–521.

23.

Wang, M.C. , & Birch, J.W. (1984a). Comparison of a full-time mainstreaming program and a resource room approach. Exceptional Children 51, 33–40.

24.

Wang, M.C. , & Birch, J.W. (1984b). Effective special education in regular classes. Exceptional Children 50, 391–398.

25.

Wang, M.C. , Peverly, S. , & Randolph, R. (1984). An investigation of the implementation and effects of a full-time mainstreaming program. Remedial and Special Education 5(6), 21–32.

26.

Wang, M.C. , & Walberg, H.J. (1983). Adaptive instruction and classroom time. American Educational Research Journal 20, 601–626.

27.

Will, M.C. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children 52, 411–415.