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Education and Training in Autism and Developmental Disabilities, 2010, 45(1), 38–53 © <strong>Division</strong> on Autism and Developmental Disabilities Long-term Outcomes of Services in Inclusive and Self-Contained Settings for Siblings with Comparable Significant Disabilities Diane Ryndak University of Florida Sandra Alper University of Northern Iowa Terri Ward College of St. Rose Jill F. Storch and Jennifer Wilson Montgomery University of Florida Abstract: A major goal of special education services is to prepare graduates for productive and rewarding lives as adults in the community. Follow-up studies, however, consistently have indicated very poor post-school outcomes for special education graduates. While there has been a wealth of research related to the effectiveness of services in inclusive general education settings for students of school age, few studies have investigated the impact of inclusive educational services on long-term outcomes for students with significant disabilities. <strong>The</strong> purpose of this study was to describe how two brothers with similar diagnoses involving significant disabilities and who had a 10-year age difference functioned in their natural settings as young adults after receiving services in the same rural one-building district. <strong>The</strong> older brother received special education services in self-contained settings throughout his school career, while the younger brother received special education services in inclusive general education settings. Qualitative data were collected through records, interviews, and field notes of observations. Findings suggest that the brother who received special education services in the school’s inclusive general education settings achieved more positive long-term outcomes. Implications are discussed for future research and provision of educational services. Many benefits of inclusive education for students with significant disabilities have been documented. A comprehensive list of the research in support of those benefits would be lengthy and reveal increases in appropriate social behaviors, increased interactions with others, more positive affect, increased friendships, and improved communication skills, as well as improved acquisition and use of academic content and an increased likelihood of participation in other inclusive settings (McLaughlin, Ryndak, & Alper, 2008). In contrast, although we have found literature that presents critiques of various studies about inclusive education and arguments that suggest Correspondence concerning this article should be addressed to Diane Ryndak, University of Florida, Department of Special Education, 1403 Norman Hall, PO Box 117050, Gainesville, FL 32611- 7050. E-mail: dryndak@ufl.edu that inclusive education may have a negative impact upon learners (e.g., Sandler, 1999), we have found no research related to inclusive education for students with significant disabilities that provide learner performance data in support of those arguments. (For a summary of research regarding inclusive education see Fisher and Ryndak (2001); McGregor and Vogelsberg (1998); Ryndak and Fisher (2003).) Fisher, Sax, and Jorgensen (1998) noted that in the United States the education system is expected to contribute to the preparation of children for the demands of adult life (p. 30) (see also Lipsky & Gartner, 1997). <strong>The</strong> expectation is that when students with disabilities exit school they will be prepared for successful and rewarding lives as adults, as consistently has been reflected in the literature (Alper, 2003; Fisher et al.; Karagiannis, Stainback, & Stainback, 1996; Kliewer, 1998; Ryndak, Morrison, & Sommerstein, 1999). Unfortunately, the results of follow-up stud- 38 / Education and Training in Autism and Developmental Disabilities-March 2010
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TABLE 4 Frequency of Behavior in Ea
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Figure 1. Hypothesized functions of
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who may not have access to trained
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Education and Training in Autism an
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sand, and independently engages for
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that was prescribed for the target
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TABLE 5 Alp’s Positive Behavior S
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Figure 1. Mothers’ percent of cor
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TABLE 7 Means and Ranges for Partic
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analysis of acquisition, generaliza
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egressive form of autism represents
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Mercury Exposure during Pregnancy E
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the Institute of Medicine (IOM) sta
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tors as we seek to become more well
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TABLE 1 Overview of Response Card S
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effect, students responded to a gre
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group instructional sequence has be
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TABLE 1 Stages of The</stro
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ternative for instructing individua
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Figure 1. Percentage of correct res
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TABLE 3 Instructional Data for Each
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Hall, M. G., Schuster, J. W., Woler
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serve him or herself performing a b
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ically turn on the device and to se
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Figure 1. Adam’s percentage of ta
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ing intervention was reimplemented,
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implemented, all students demonstra
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Hagiwara, T., & Myles, B. S. (1999)
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Method Participants Participants we
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TABLE 1 Summary of Director Respons
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number of recommended hours. Taken
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increasing number of children ident
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