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A Self –Contained Classroom vs. An All Inclusive Classroom for Children
With Autism
Angela Camp
Special Education, Liberty University
INDS 400
Professor James Blunk
May 10, 2021
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A Self –Contained Classroom vs. An All Inclusive Classroom for Children
With Autism
Abstract
Decisions surrounding educational placement for children with autism has been
debated for years. The question is what classroom setting will benefit a child more
with autism an all -inclusive classrooms setting or a special education classroom?
There have not been enough research, to determine which classroom setting benefits a
child more an all inclusive or a self-contained classroom with autism. This research
proposal includes interdisciplinary and a literature review, that discusses some
research and laws that protect all children with learning disabilities and autism.
Through the literature review there is a gap in research concerning this topic of
whether or not a child with autism would benefit more in a self-contained classroom
or an all -inclusive classroom. Further research is necessary to address this gap, the
goal of this research proposal is to conduct a qualitive study. By using two groups of
teachers. The first group will consistent of special education teachers and the second
group will consist of general education teachers. Hearing from teachers that are
actually in the classroom with the students every day should have great input on how
they feel about this research proposal. The purpose of this research proposal is to help
parents and teachers know what is best for a student with autism, being placed in an
all- inclusive classroom or a self-contained classroom.
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With Autism
Literature Review
Autism Spectrum Disorder (ASD) is a complex developmental condition that involves
persistent challenges in social interaction, speech and nonverbal communication, and
restricted/repetitive movement. The affects of ASD and the severity of symptoms are different in
eadch person. When it comes to education the issue of full inclusion or self-contained has
brought about much discussion and debate. This literature review will focus on defining both a
self-contained classroom and an all inclusive classroom settings and the benefits of being in both
classroom settings for a child with Autism.
Because of the principle of the least restricted environment (LRE) mandates that students
with special needs should have the opportunity to be educated with nondisabled students to the
greatest extent appropriate. The necessary components of inclusion impact all educational circles
without exception. In inclusive settings, students with disabilities are provided services and
supports appropriate to their individual needs within the general ed classroom. For some students
LRE cannot be achieved in a fully “inclusive” classroom, because the level of stimulation may
be to high and the classroom size may limit the ability to gain the knowledge they need.
(WaPave, 2021)
Long before the Individuals with Disabilities Act (IDEA) children with disabilities did
not attend public school. The ones tat were able to attend school were taught in a self-contained
classroom setting. Every Student has the ability to learn and the right to reach their highest
potential, in and inclusive learning environment. In and inclusive setting it is less focused on the
A Self –Contained Classroom vs. An All Inclusive Classroom for Children
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With Autism
teacher and formal instruction and more focused on the learning taking place. It is more centered
around the student and their needs. When teachers understand individual learning needs and the
importance of providing students with a quality education then they are ale to implement
accommodations that will help students have academic success. (Hance, 2020)
The Disabilities Education Improvement Act (IDEA,2004) requires that children with
disabilities be provided special education services (defined as specially designed instruction) in
the LRE. The current version of IDEA states:
i. To the maximum extent appropriate, children with disabilities, including children in
public or private institutions or other care facilities, are educated with children who are
nondisabled; and
ii. Special classes, separate schooling, or other removal of children with disabilities from the
regular educational environment occurs only if the nature or severity of the disability is
such that education in regular classes with the use of supplementary aids and services
cannot be achieved satisfactorily (IDEA Sec. 300.114).
Federal law in the United States primarily requires two considerations with regard to educating
students with disabilities with their nondisabled peers. The first one is children with disabilities
will receive specially designed instruction in an inclusive education setting using the same
curriculum provided to all students. The second one is the removal of a child from an inclusive
classroom setting should only occur if a child is not successful in an inclusive classroom setting.
(Wehmeyer, Shogren, Kurth, 2020).
What is a self-contained classroom setting?
A self-contained classroom is a smaller classroom setting with fewer students. Self-
contained classrooms help support students with special needs or specific learning difficulties,
such as Autism or intellectual disabilities. Self-contained classrooms, usually has around 10
students commonly instructed by a lead teacher that is certified in special education. The lead
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With Autism
trained in Special Education can be of a greater assistance to a student with autism than if the
child would be in a general ed classroom with a larger student teacher ratio. A self-contained
classroom is generally designed to provide struggling students with specialized support and
interventions. For example, many students coping with are pulled out autism spectrum disorder
of standard classes in order to work with special needs experts on an array of skills, lessons, and
tutorials to enhance each student’s progress. (Chen, 2020).
What Is An All Inclusive Classroom?
An inclusive classroom is a general education classroom where students with and without
learning differences learn together. Inclusive classrooms are welcoming and support the diverse
academic, social, emotional, and communication needs of all students.
In this literature review article “ What is an Inclusive Learning Environment?” Misty
Hance, explains the importance of inclusive learning environment. What makes an inclusive
learning environment different from the previous mainstream classroom is the ability to
differentiate instruction to meet the needs of every student, whether it is the students who learn at
a lower pace or those who may be gifted students who benefit from enrichment activities. This is
important because it helps the teacher to be open to finding what works best for each child and
adjusting instruction so that everyone has a chance to learn and grow. This is the primary focus
in the inclusive learning environment.
In this research article done by (Kurth, et al, 2019) “Examining the Relations Among
Classroom Placement, Learner Outcomes, and Other Factor” it is examining the debate between
self-contained classroom and an inclusive classroom. The issue of inclusion has been debated for
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With Autism
many years. Despite evidence that placement in a general education classroom produces positive
learner outcomes for students with severe disabilities, these students continue to be placed
mostly in a segregated setting.
When compared to a self-contained special education classroom, the general ed
classroom has provided greater opportunities to access to content instructional materials, and
increased peer supports. On the contrary of what general ed or inclusive classroom can provide
there is a lack of resources and lack of knowledge of current research and evidence-based
practices for teaching students with severe disabilities poses a barrier to general education
placement.
According to (Special Education Careers accessed 2021), An inclusive learning
environment may provide opportunities for a student with Autism to grow and have great
success, however a self-contained classroom can also provide great opportunities as well for a
student with Autism. The benefits of a self-contained classroom is a student is provided a more
intensive intervention than can be offered in an all-inclusive classroom. A smaller class size
fosters individualized attention, and special educations teachers are uniquely able to account for
individualized learning styles. In other words because of the smaller classroom the special
education teacher has more of an opportunity to work closely one-on-one with a student. This
type of opportunity helps the teacher to get to know the student and their needs, and what
services the student may need to be provided. A self-contained classroom offers more of
consistent structure and has the same schedule, routine, and appropriate expectations every day.
With a student with Autism there needs to be consistency with their routine and schedule, they
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With Autism
do not like change. The classroom is more structured to minimize distraction and increase
individual attention, which can help a student improve academically because of being in a
smaller group setting.
With inclusion the idea is that autistic children are included in classroom with non-
disabled peers but they have significant support in order to be successful, Some support options
include 1:1 aide, adapted curriculum, special social groups, and more. There are potential
downsides to inclusion. For example autistic children could suffer from bullying, if a child has a
1:1 aide the teacher may not worry about that child because he/her has an aide which may cause
her to focus more on the rest of class, and if the child has an adapted curriculum it may be
actually be taught by the aide instead of the teacher. (Rudy, 2020).
This literature review addresses the pros and cons of both an all inclusive classroom
setting and a self-contained classroom setting. Both classroom settings has its advantages and
disadvantages. Children with Autism need structure and consistency everyday and a self-
contained classroom can better provide this than an all-inclusive classroom. This issue has been
debated for many years. Because of (IDEA) and (NCLB) laws, more and more children are
being placed in an all-inclusive classroom and sometimes this is not the best option for the child.
The decision should be based on the child’s individual needs and abilities and not base it on how
the law says it should be. Students should be placed in the right classroom setting so they can
grow and learn to the best of their ability.
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With Autism
METHODOLOGY
10 teachers of general education inclusive classrooms and 10 teachers of self-contained
classrooms working in the local community will be interviewed with a specific list of questions
through either email or virtual interviews. The questions will pertain to which will benefit a child
with autism more being in an all inclusive classroom or self-contained classroom. The teachers
will be sent a google doc link giving permission for the interview and if need be a follow up
interview. Each teacher will be sent an email asking if they were prefer interviewing virtually or
through email. The teachers are familiar with emailing and using virtual platforms for teaching
and meetings.
Each of the interviews will be recorded and studied carefully to ensure the best outcome
of the research. In the case of not understanding some of the answers to the questions a follow up
interview may be required. Although there are only 20 teachers to be interviewed I feel confident
enough there will be enough information given that will help in the conclusion of the research.
RATIONALE
Research pertaining to teaching a child with autism should involve the teachers who are
teaching the child with autism and how it affects their classroom. The purpose of this study is too
gain knowledge from teachers who have experienced teaching in an all inclusive classroom and
teachers who have experience in a self-contained classroom. The main objective of this study is
to find out what the best scenario of learning is best for a child with autism. This study is very
important because it affects children with autism and what is most beneficial to them
academically, socially, and emotionally. The study is to address the differences being taught in an
all inclusive classroom or a self-contained classroom with the goal of determining the best
educational outcome for a child with autism. The best option for finding the results of this study
is to involve and ask teachers. The teachers are the ones who interact with the children everyday
not the ones who are standing outside looking in and making decisions that may not work. The
teachers are with these children everyday and would know the best place for them to learn.
The teachers have a great opportunity to become the voice for these precious children
who have no voice of their own. This research will give teachers a chance to voice their
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concerns and what they believe would benefit the child with autism. Teachers aren’t afforded
many chances to voice their concerns and this will be a great opportunity for each of them. This
study will raise awareness to professionals, other teachers, and most importantly to the parents of
children with autism. The results of the study will be given to educational professionals, teachers,
social workers, and counselors that work closely within the school system and that may be
involved in creating an IEP (Individualized Educational Plan) for a child with autism.
Conclusion
According to the research in the literature review, there is gap between knowing if a child
with autism will best be served in a self-contained classroom or an all -inclusive classroom.
From an Interdisciplinary point of view it reveals there needs to be a more thorough study if an
outcome is to be determined. This is an issue that has been debated for many years. The goal of
this research is to determine what would be the best LRE (least restricted environment) for a
child with autism. Obtaining information from teachers who teach children with autism (whether
it be self-contained or all-inclusive) will have better knowledge of what could be the best LRE
for a child with autism. Teachers work with these children everyday and should be trusted to
help determine what is more beneficial to a child with autism being in a self-contained classroom
or an all-inclusive classroom. The decisions made surrounding the education of the children with
autism should be determined by the teachers and not determined by the ones they may have
never been in either classroom setting. The teachers know there students and their capabilities,
and therefore the decision surrounding this research should be determined by the teachers.
REFERENCES
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Chen, Grace. (2020). Understanding self-contained classrooms in public schools. Public School
Review. https://www.publicschoolreview.com/blog/understanding-self-contained-classrooms-in-public-
school
Hance, Misty. (2020). Professional development: What is an inclusive learning environment? accessed
(April 13, 2021). https://www.graduateprogram.org/2020/03/what-is-an-inclusive-learning-environment/
Kurth, Jennifer A., Morningstar, Mary E., Johnson, Paul E., (2016). Examining national trends in education
placement for students with significant disabilities. Sage Journals. (38)(1), 3-12
https://doi-org.ezproxy.liberty.edu/10.1177/0741932516678327
Partnerships for Action, Voices for Empowerment. (2020). Inclusion vs. self contained
Opportunities for students in school. accessed (April 12, 2021).
https://wapave.org/inclusion-vs-self-contained-opportunities-students-school/
Rudy, Lisa Jo. (2020). Educational options for children with autism. Verywell health. accessed (April 17, 2021).
https://www.verywellhealth.com/educational-options-for-children-with-autism-260393
Special Education Careers. (2019). Inclusion vs. self-contained education. accessed (April 15, 2021).
https://specialeducareers.com/resources/blog/inclusion-vs-self-contained-education
Wehmeyer, L., Micheal, Shogren, A., Karrie, Kruth, Jennifer., (2020). The state of inclusion with students with
intellectual and developmental disabilities in the United States. Journal of policy and practice in
intellectual disabilities.(28)(1), 36-43. https://doi-org.ezproxy.liberty.
