An Analysis of Mainstream Consultation Outcomes for Secondary Students Identified as Learning Disabled

Abstract

For secondary students identified as learning disabled, the professional literature increasingly recommends ecological programming in which instruction is delivered in the least restrictive environment. This study explored the effects of a service delivery system in regular content area classrooms using Mainstream Consultation Agreements (MCAs). The essential feature of this system is a contractual agreement between regular class and special education teachers that defines shared responsibilities for delivering instruction to students based on individual performance expectations. MCAs were evaluated for 29 LD students integrated into 157 content area classes, with end-of-year course grades and progress in quarterly grades serving as ecologically valid indices of student success. Both improvement and deterioration in course grades were found. Consequently, MCAs alone may be insufficient to ensure success of students identified as learning disabled in mainstream classes. Furthermore, once mainstreamed, these students' progress appears to require monitoring throughout their courses.