In public schools across the United States, students with special needs are placed in self-contained, resourced classrooms in an effort to facilitate effective teaching and learning practices. However, for some students, the physical location of self-contained classrooms is itself a cause for concern and may hinder the learning process (Jones & Hensley, 2012). When students feel isolated or stigmatized by their school environment, their levels of confidence and self-determination can be negatively affected, thus decreasing academic progress. The Individuals with Disabilities Education Act (IDEA) established procedures for including students with disabilities within a school setting. school setting. Child study team members develop individualized education programs (IEPs), designed to place students in the least restrictive environment based on their needs (Jones & Hensley, 2012). Research conducted by Jones and Hensley (2012), indicates that students with disabilities in self-contained classrooms exhibit lower levels of self-determination than students in resourced classrooms. The research study included 51 middle and high school students and 12 special education teachers. Their goal was to examine the impact of classroom placement on student achievement and relationships (Jones & Hensley, 2012). In this study, self-contained classes focused on life skills such as cooking, crafting, community interaction, and so on. Resource classes were considered “pull-out classes,” which maintained a core academic curriculum, but used a small group learning environment (Jones & Hensley, 2012). Students in the resource classes were well integrated into the general school population. .... half of the paper ......learning is the ability to effectively engage in social discourse with peers (Arnon, Shamai, & Ilatov, 2008). When students with disabilities are isolated from these scenarios, they do not have the same opportunities for social growth as their peers (Jones & Hensley, 2012). Students with disabilities who live in self-contained classrooms struggle with many issues related to independence. In their classrooms they become more dependent on their teachers and classmates (. Jones & Hensley, 2012). This is the opposite of what is needed for these students (Jones & Hensley, 2012). , inclusion in social dynamics should be an integral part of their learning environment (Arnon, Shamai and Ilatov, 2008).