In public schools in the United States, students with special needs are placed in self-contained classrooms and resources in an effort to facilitate practical effective teaching and learning. However, for some students, the physical location of self-contained classrooms is in itself a concern and can hinder the learning process (Jones & Hensley, 2012). When students feel isolated or stigmatized by their school environment, their level of confidence and self-determination may be negatively affected, decreasing academic progress. The Individuals with Disabilities Education Act (IDEA) established procedures for the placement of students with disabilities in an educational 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 by Jones and Hensley (2012) indicates that students with disabilities in self-contained classes have lower levels of self-determination than students in resource classes. 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 and Hensley, 2012). In this study, self-contained classes focused on life skills such as cooking, working, community interaction, etc. Resource classes were considered “portable classrooms,” which maintained a core academic curriculum but utilized a small group learning environment (Jones and Hensley, 2012). Students in resource classes were well integrated into the general school population. .... middle of article ......learning is the ability to effectively engage in social discourse with one's 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 counterparts (Jones and Hensley, 2012). Students with disabilities who attend self-contained classrooms face many challenges related to independence. In their classrooms, they become more dependent on their teachers and peers (Jones & Hensley, 2012). This is the opposite of what is necessary for these students (Jones & Hensley, 2012). Learning is a comprehensive process, encompassing more than academics for students with disabilities to obtain a well-rounded education. , inclusion in social dynamics should be an integral part of their learning environment (Arnon, Shamai and Ilatov, 2008).