The Impact of Placement in the US on Social Opportunities for Students with Multiple Disabilities:An Analysis of the SEELS Database

Robin D Brewer, Silvia M. Correa-Torres, Tyler W. Kincaid


The authors of this study examined data from the Special Education Elementary Longitudinal Study (SEELS) regarding school settings, time students spent in each setting, and opportunities for social interactions experienced by students with multiple disabilities. Findings suggest that over a span of six years, students in the US spent an increasing amount of time in resource or pull-out settings. This resulted in students spending less time with their general education peers but also less time in self-contained special education classrooms. Results also indicated that the opportunities for social interactions experienced by students with multiple disabilities increased in all settings and typical students are now spending more time with students with multiple disabilities. The data also revealed that social interactions increased for all students but when students spent a majority of their day in the general education setting, the increase was at a significantly higher rate. This leads us to understand the need to prepare all students to be prepared to exit school into adult life. Interacting with typical students will increase their ability to interact and understand the need for socially acceptable behavior.

Full Text:




  • There are currently no refbacks.

Copyright © SCHOLINK INC.  ISSN 2375-9771 (Print)  ISSN 2333-5998 (Online)