The effectiveness of a self-contained special education program for seriously emotionally disturbed secondary level students

The benefits of a self-contained special education program offered to seriously emotionally disturbed secondary level students were investigated in relation to: self-concept; outcome measures associated with progress toward graduation; return to a regular mainstream classroom; and the opinions of students, parents or guardians, and the professional staff directly associated with the program. All 108 subjects and their parents or guardians were included in a multimethod, single case study approach, where the case was a single program site. Personal, educational, and demographic characteristics of the 108 students were documented. Data collection and analysis procedures included administration of the Piers-Harris Children's Self-Concept Scale, examination of school records, and surveys of student, parent or guardian, and professional staff opinions. The findings indicated that students maintained adequate self-concept, and outcome measures indicated progress towards graduation, with the exception of attendance. Dropout rates were minimal, students earned passing grades, some students returned to the mainstream of regular education, and all but one senior graduated. Student opinions of the program were similar to school programs rated by regular education students; the parents or guardians and professional staff viewed the program favorably. The National Longitudinal Transition Study identified the seriously emotionally disturbed as the most failure and dropout prone of all disability groups; however, this study demonstrates that when seriously emotionally disturbed students were educated in this self-contained program they remained engaged in the school process indicating progress towards a diploma and successful transition to young adulthood. Benefits of the self-contained program for seriously emotionally disturbed secondary level students were confirmed.