My research instead showed that sped students were no more or less motivated
in either type of classroom and that the reg ed students in NLC were the
lowest of all.
As for perceptions of teacher practices, within LC classrooms, the sped
students vary signficantly from the non sped peers in viewing what the teacher
is doing.
Possible explanations drawn from experience: In my consulting, I have pushed
school systems to entertain the possibility that although the reg ed teacher
may be teaching strategies, study skills, etc., the sped student may not be
perceiving what the teacher does like the non sped students- needs more
explicit instruction and follow-up.