Academic engaged time of students with low-incidence disabilities in general education classes

Abstract

Academic engaged time of 6 students with low-incidence disabilities enrolled in a general elementary classrooms for reading or math and at least one other subject was compared to that of 6 students without disabilities from the same classes and 6 students without disabilities from different classes that were not inclusive. Three dependent measures used were frequency of observation intervals that students were engaged in academic responding, task management, and competing behaviors. Results showed no significant differences in academic responding and task management behaviors of students with and without disabilities enrolled in general education classes, significant differences between these groups on frequency of competing behaviors, no significant differences between students without disabilities on academic responding and task management, and significant differences between students without disabilities on frequency of competing behaviors.