What is a Self Contained Classroom? And should my child be in one?

Let’s dive into the world of self-contained classrooms, a term you’ve probably heard tossed around in IEP meetings or during conversations with your child’s school. But what exactly is a self-contained classroom?

Where does it fit on the continuum of least restrictive environment (LRE)? And when is it the right choice for your child? Let’s break it down.

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This is one area that I’m not often comfortable discussing–restrictive environments in the special education setting.

See, I have K in a very restrictive setting. He is in a very small class (3-5 kids at most) in a very small school (around 50-60 students). As an advocate, I often hear, “Why is he in such a restrictive setting? He needs INCLUSION!” And on and on.

But, this is our choice. This is what he needs. The few times I’ve brought it up, the “inclusion police” as I call them, have come for me. Some days I’m not in the mood to deal with it, but here goes. Because, for my son, and for some other kids, this is what they need. And, parents need to understand what a more restrictive environment entails, if their school is suggesting it.

To be clear: I understand where and why the LRE pushback and the SCOTUS special education court case happened. Special Education students were universally placed in more restrictive environments, without enough assessments, without presuming competence and with little hope for improvement.

What is a Self-Contained Classroom?

A self-contained classroom is a setting where students with disabilities are educated separately from their non-disabled peers for the majority or entirety of the school day.

These classrooms are designed to provide specialized instruction tailored to the unique needs of students who require more support than can be provided in a general education classroom.

The terms “self-contained classroom” and “special day class” are often used interchangeably, but there are subtle differences depending on the region or school district you’re dealing with.

Self-Contained Classroom

• General Term: The term “self-contained classroom” is a broad term that refers to any classroom where students with disabilities spend the majority or all of their school day separate from their non-disabled peers.
• Variety of Needs: It can cater to a wide range of disabilities, including cognitive, emotional, physical, or multiple disabilities. The curriculum and environment are specifically tailored to meet the individualized needs of the students.
• Continuum of LRE: It’s positioned more toward the restrictive end of the continuum of least restrictive environment (LRE) because students are separated from the general education population.

Special Day Class (SDC)

• California-Specific: The term “Special Day Class” (SDC) is most commonly used in California and some other regions to describe a specific type of self-contained classroom. It serves students who require intensive support for the majority or all of the school day.
• Focus: SDCs often focus on students with more specific needs, such as those with learning disabilities, autism, or emotional disturbances.
• Less Integration: Similar to a self-contained classroom, students in an SDC have limited interaction with their non-disabled peers, but they may have some opportunities for integration during non-academic activities like lunch, recess, or elective classes, depending on their IEP.

Difference between Self Contained and Special Day Class

The main difference is mostly terminology and regional use. “Self-contained classroom” is a more general term used nationwide, whereas “Special Day Class” is more region-specific (like in California) and might refer to specific programs within the broader category of self-contained classrooms.

If you’re in a state that uses both terms, it’s always good to ask your school district how they define and differentiate these terms to ensure you have a clear understanding of the services and supports being provided.

The Continuum of Least Restrictive Environment (LRE)

The LRE is a principle that ensures students with disabilities are educated with their non-disabled peers to the greatest extent appropriate.

The continuum of LRE ranges from full inclusion in a general education classroom to more restrictive environments, such as self-contained classrooms, and ultimately to special schools or homebound instruction.

Here’s a quick breakdown of the LRE continuum:

1. General Education Classroom with Support: The student remains in a regular classroom with accommodations or modifications, possibly with a special education teacher or aide assisting.
2. Resource Room/Pull-Out Services: The student spends part of the day in a general education classroom and part in a resource room where they receive specialized instruction in areas like reading or math.
3. Self-Contained Classroom: The student spends the majority or all of the school day in a separate classroom designed to meet their specific needs.
4. Special Schools: These are schools exclusively for students with disabilities, providing highly specialized support and instruction.
5. Homebound or Hospital Instruction: The student receives instruction at home or in a hospital setting due to medical needs.

Types of Self-Contained Classrooms

Not all self-contained classrooms are the same; they vary depending on the students’ needs. Here are some common types:

1. Behavioral Support Classrooms: For students whose behaviors significantly impact their learning or the learning of others. These classrooms focus on behavior management strategies alongside academic instruction.
2. Life Skills Classrooms: Designed for students with significant cognitive disabilities who need instruction in daily living skills, such as personal hygiene, communication, and job training.
3. Autism Support Classrooms: Tailored for students on the autism spectrum, often focusing on communication, social skills, and sensory needs.
4. Emotional Support Classrooms: For students who have significant emotional or mental health needs that require a more controlled and supportive environment.
5. Multiple Disabilities Classrooms: For students with multiple and severe disabilities who require extensive support in multiple areas.

When is a Self-Contained Classroom Appropriate?

Deciding if a self-contained classroom is appropriate depends on a variety of factors, all aimed at ensuring that your child is in the least restrictive environment where they can succeed.

Keep in mind–teams have to “consider” least restrictive options first. It may be on you, as a parent and their advocate, to remind them and encourage them of ways to provide what your child needs in a gen ed classroom. Sometimes teams need a nudge to think outside the box.

Here are some situations where a self-contained classroom might be considered:

1. Academic Needs: If your child’s academic needs cannot be adequately met in a general education setting, even with accommodations and modifications, a self-contained classroom might provide the level of specialized instruction they need.
2. Behavioral Challenges: If your child’s behavior is disruptive to their learning or the learning of others, and behavior interventions in the general education setting have not been successful, a self-contained classroom might offer the structured environment they need.
3. Social/Emotional Needs: For students who struggle significantly with social interactions, anxiety, or emotional regulation, a self-contained classroom with specialized support might be the best fit.
4. Physical or Medical Needs: Students with significant physical or medical needs that require constant care or specialized equipment might benefit from the resources available in a self-contained classroom.

Who Makes the Decision?

The decision to place a child in a self-contained classroom is made by the IEP team, which includes:

• Parents: You, as the parent, are a key part of this team. Your insights, concerns, and preferences are crucial in making this decision.
• Special Education Teacher: They bring expertise in how the child’s disability impacts their learning and what supports are needed.
• General Education Teacher: They provide perspective on how the child is performing in the general education setting and what accommodations have been tried.
• School Psychologist or Behavior Specialist: They may contribute insights based on evaluations and behavior plans.
• School Administrator or LEA Representative: They ensure that whatever placement is decided upon is feasible within the district’s resources and policies.
• Related Service Providers: This could include speech therapists, occupational therapists, or any other professionals involved in your child’s education.

The decision is ultimately driven by data, including your child’s performance in their current placement, evaluations, and any progress monitoring data collected.

Is a Self-Contained Classroom Right for Your Child?

The decision to place your child in a self-contained classroom is not one to be taken lightly. It’s a collaborative process, with the IEP team working together to determine what environment will best support your child’s educational progress.

Remember, the goal is always to place your child in the least restrictive environment that still meets their needs.

If you’re facing this decision, don’t hesitate to ask questions, request data, and express your concerns. And if you’re still feeling uncertain, consider getting an independent educational evaluation (IEE) or bringing in an advocate to help you navigate this complex decision.

Because at the end of the day, it’s about finding the right fit for your child, where they can not only learn but thrive.