Educational Support for Students with Severe Problem Behaviors in Oregon: A Descriptive Analysis from the 1987–1988 School Year

Abstract

Oregon has been identified as a leader in maintaining students with severe disabilities in regular school environments (Danielson & Bellamy, 1989). This paper presents descriptive data from a survey completed by teachers of students with severe disabilities in Oregon during 1988. The survey was designed to determine if students with severe disabilities who engage in problem behaviors are placed in regular school settings in Oregon, and what organizational variables were used to assist such students to be part of regular schools. The survey of teachers working with students with severe disabilities was conducted in collaboration with the Oregon Department of Education. Seventy-five percent of the teachers responded to the survey. They identified 184 students as having severe intellectual disabilities and severe problem behaviors (0.4% of all students in the state receiving special education support). The teachers reported that the major extra support for students with severe problem behaviors was in the form of additional teaching assistants. The teachers reported that they did not feel adequately prepared in their preservice training to deal with students with severe problem behaviors, and did not feel there were adequate resources for supporting such students. When queried about educational outcomes, however, the teachers reported that over 90% of students with severe problem behavior spent some portion of each school day socially integrated with students who were not disabled, and that over 40% of the students with problem behaviors spent some time each week physically integrated through community-based instruction. The paper discusses the challenge faced by schools as they attempt to build the capacity to support students with more significant behavior problems.