Examining the Impact of Self-Contained Special Education Classes on Students’ Academic Achievement, Social Belonging, and Engagement in School: A Systematic Literature Review

Authors

Keywords:

Systematic Literature Review; Inclusion; Inclusive classrooms; Self-contained programs; Placement; Special education

Abstract

Through this systematic literature review we examine the impact of self-contained special education classes on students’ academic outcomes, experiences of belonging, and school engagement. Overall, the results of this systematic review demonstrate limited support for self- contained class placements. Of the 15 studies collected through this review, only three studies examining student belonging and engagement showed more favorable results for students who were educated in self-contained classes. The review did not find any studies that demonstrated more favourable academic outcomes for students in self-contained programs. Two studies explicitly reported harm caused by being in a self-contained class. The findings are reviewed and discussed using a social model approach to disability grounded in critical disability theory.

Author Biographies

Katherine Barron, PhD Candidate Faculty of Education York University, Canada

PhD Candidate

Faculty of Education

York University, Canada

Ryan Collis, PhD Candidate Faculty of Education York University, Canada

PhD Candidate

Faculty of Education

York University, Canada

Aaron Richmond, Independent Researcher

Independent Researcher

Nancy Marshall, Independent Researcher

Independent Researcher

Angelique Gordon, PhD Candidate Critical Disability Studies York University, Canada

PhD Candidate

Critical Disability Studies

York University, Canada

Robert S. Brown, Adjunct Professor Faculty of Education York University, Canada

Adjunct Professor

Faculty of Education

York University, Canada

Gillian Parekh, Associate Professor Faculty of Education York University, Canada

Associate Professor

Faculty of Education

York University, Canada

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Published

2024-12-17

How to Cite

Barron, K., Collis, R., Richmond, A., Marshall, N., Gordon, A., Brown, R. S., & Parekh, G. (2024). Examining the Impact of Self-Contained Special Education Classes on Students’ Academic Achievement, Social Belonging, and Engagement in School: A Systematic Literature Review. Canadian Journal of Disability Studies, 13(3), 41–72. Retrieved from https://cjds.uwaterloo.ca/index.php/cjds/article/view/1161

Issue

Vol. 13 No. 3 (2024)

Section

Articles

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