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Abstract
To better understand the complexity of integration, this study identified patterns among 3 practices used by general education teachers responsible for the inclusion of students with disabilities: grouping strategies, teacher expectations, and modifications. It was expected that such patterns would serve as a more comprehensive description of integration practices on which to base practice and policy decisions. Participants were 52 teachers who represented special and content area subjects, and elementary, middle, and high school levels. All taught members of a group of 22 students with diverse disabilities. Data gathering procedures included 5 days of observation of each student and individual, semistructured teacher interviews. Data were coded using categories derived from the data. Principal components analysis of the coded data identified 3 dimensions. A first rotated dimension revealed a pattern of differences between content and special area teachers in their use of large-group instruction and reliance on special education teacher modifications. A second rotated dimension showed a pattern of differences in the types of small-group instruction and modifications used by elementary and secondary teachers.