This study examined teacher behaviors, student responses, and classroom ecology in inclusive classrooms in four high schools that have had success at including students with disabilities in general education, and examined the differences in teacher and student behavior for students with and without disabilities. Using a computerized ecobehavioral assessment tool (EBASS), 199 observations in 118 inclusive classrooms were conducted. Major results were that (a) students with and without disabilities showed high levels of academic engagement and low levels of inappropriate behavior; (b) there were no significant differences in the behavior of students with and without disabilities; (c) teachers were active in their classrooms, spending more than 75% of their time involved in instructing, managing, and interacting with their students; and (d) students with disabilities were more often the focus of the teachers' attention than students without disabilities. Possible explanations for these results and implications for practice are discussed.
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