Evaluating LRE Decisions Through Social Comparison

Extensive observational data were gathered in high school classrooms for handicapped and nonhandicapped students in an effort to (a) establish social norms for comparison purposes, and (b) help determine which handicapped students were performing well enough to be integrated with the nonhandicapped students. In Phase 1 of this study, data were gathered on eight behaviors in eight sections of two different classes utilizing 10-second momentary time sampling procedures. Significant difference in two behaviors (reading and listening/participation) were noted between the handicapped and nonhandicapped students. These significant differences reflected a difference in programming between the special education and the regular classes. In Phase 2, data were gathered on individual, handicapped students who were being considered for placement in a regular class. These data were then compared with the data gathered on the nonhandicapped students in Phase 1. The comparisons indicated that one student was performing well enough to be integrated at the present time, but that the other student needed a more intense behavioral program before integration would have a reasonable chance of success. This procedure could help to objectify the decision-making processes local districts follow when considering individual students for LRE moves. This objectification could then lead to fewer unsuccessful placements due to social behavior problems. Suggestions for incorporation of this process at the local level are included.