Doctor of Education (Ed.D.)
The purpose of this study was to investigate the relationship between placement in inclusive and pull-out special education programs and academic and behavior outcomes for students with learning disabilities. Demographic data such as age, gender, ethnicity, socio-economic status, IQ, education level of the mother, years receiving special education services, and years in the school district established comparability of two groups of middle school students. Qualitative and quantitative methods were used to describe two schools and their special education service delivery models, one inclusive and the other pull-out. IEP goals and objectives, classroom accommodations, and teacher collaboration were examined to provide functional definitions of the models. Results indicated that the two programs differed significantly. Further, students with learning disabilities served in inclusive classrooms earned higher grades, achieved higher or comparable scores on standardized tests, committed no more behavioral infractions, and attended more days of schools than students with learning disabilities served in pull-out special education programs.
© The Author
Rea, Patricia Jordan, "Comparison of the performance of students with learning disabilities in inclusive classrooms and in pull-out special education programs" (1997). Dissertations, Theses, and Masters Projects. Paper 1539618499.