| This qualitative multi-case study was designed to determine the efficacy of two special education programs: inclusion and exclusion (self-contained). The participants were four 18-year-old female Hispanic high school students identified as having mild to moderate learning disabilities who lived in a low-socioeconomic community. Participants were observed twice a week in their classrooms for an 8-week period. Weekly in-depth interviews were conducted with the participants, two special education teachers, and six general education teachers of inclusive classes. Parents of the participants were interviewed at the onset of the study and at the conclusion of the study. Surveys were administered to the participants, parents, and teachers. The data obtained from the observations, interview transcripts, surveys, and student records were analyzed using a qualitative analysis software package to generate themes. The data and major themes suggest that a major value of being placed in an inclusion secondary-level program is that being in such a program appears to increase the level of self-esteem of students who are identified with special needs. A disadvantage of inclusion classes is that the teachers are not trained to work with students who have special needs, nor are they trained in administering accommodations and modifications.; The major value of placement into the exclusion program was receiving the extra help needed to understand the subject material, and the perception that the teachers in the special education program cared about the students. However, this secure feeling also had a negative component because the students appeared to be overly dependent on their special education teachers.; A universal finding of the study was a need for the teachers to have a better understanding of the cultural and linguistic needs of this population. It is critical that any district considering more inclusive practices take the time necessary to plan effectively. Planning should involve all stakeholders and a thorough investigation of the entire educational program. Real inclusion involves restructuring of a school's entire program and requires constant assessment of practices and results. Constant reflection is necessary to assist students in meeting their potential and becoming contributing citizens regardless of being in the inclusion or exclusion program.; Deficits regarding cultural needs of the participants were found in the curriculum for both the inclusion and the exclusion settings. Recommendations included the need to implement better accommodations and modifications to meet the students' needs, better training for teachers in inclusion classes, and diversity training for all teachers who work with students with special needs. |
