At one time it was thought that smaller class sizes and additional adult resources found in a segregated special education classroom would enable teachers here to provide individualized instruction that would meet the special needs of each student. It was thought as well that this would lead to improved learning outcomes for these students. This is not the case. It turns out that educational outcomes are more often diminished rather than enhanced in segregated settings. This is because students in segregated special education settings frequently do not receive the same quality of education as students in a general education classroom. Also, the instruction here often is neither individualized nor appropriate.