Variables Associated with In-School and After-School Integration of Secondary Students with Severe Disabilities

Abstract

This study examined the association between the level of integration achieved by secondary students with severe disabilities, and selected classroom and student characteristics. Study participants included 39 students with severe disabilities enrolled in five secondary programs implementing the Utah Community-based Transition Model (Hardman & McDonnell, 1987). The primary dependent variables included the average amount of time students (1) participated in content area classes within the regular high school curriculum, (2) received instruction from nondisabled peer tutors on personal management and leisure activities, (3) participated in the normal routines of the high school, and (4) had contact after school hours with nondisabled students serving as peer tutors. Pearson-product correlation and simple regression analy- ses indicated that (1) the proportion of “out-of-boundary” students enrolled on the classroom caseload was negatively associated with both in-school and after school integration, (2) the percent of students on the classroom caseload classified as Severely Multiply Handicapped was negatively associated with both in-school and after school integration, (3) the proximity of the student's educational placement and home was positively associated with in-school and after school integration, and (4) the presence of intense behavior problems was negatively associated with after school integration. Post-hoc analyses indicated that students placed in home school programs had significantly higher levels of integration than students enrolled in cluster school pro- grams. The results are discussed in terms of current educational placement practices for secondary students with severe handicaps.