The Effect of a Small Group Intervention on the Participation of Special Education Students in the General Education Classroom

Abstract

Participation in school activities is crucial for all students, especially students with special education needs. Literature shows that students with disabilities participate less in the school setting than their non-disabled peers. A quasi-experimental study was conducted to determine if a Circle of Friends intervention, conducted over a two-week period, would improve participation of students with special education needs in their inclusion classrooms. Increases in participation were noted, but the mean difference of 1.6 between the treatment group’s pre (5.4) and post (7.0) intervention mean participation incidents was not statistically significant (t= 2.138. p <.099). Therefore, null hypothesis 1 was retained. When changes in participation of the treatment group were compared to those of the control group it was found that the control group’s participation rate declined on average 2.5 incidences. The mean difference of 4.10 between the groups’ gain scores was statistically significant (t=2.85, p<.025); therefore, null hypothesis 2, that the gains in participation rates for both groups would be the same, was rejected. A self-assessment, in the form of a participation rubric, was also given to the treatment group. Analysis of their responses showed a slight increase in self-ratings of their participation over the two-week period. These results suggest that more in-depth study over a longer intervention period and with broader samples is warranted to determine how interventions like the Circle of Friends can best be implemented to increase student participation.