Inclusion versus Pullout

The purpose of this study was to investigate therelationship between placement in inclusive andpullout special education programs with regard toVirginia Standards of Learning (SOL) achievement,and behavior outcomes for third-and fifth-gradestudents with learning disabilities. Data collectionand analysis also addressed staff costs for themodels reviewed. Demographic data such as age,gender, ethnicity, years of special educationservices, and years in the school division werecomparable for the two groups of students.Quantitative methods were used to describe twoschools and their special education service deliverymodels, both inclusive and pullout programs.Individualized Education Program (IEP) goals andobjectives, classroom accommodations, and coteachingmethods were reviewed to provide explicitdefinitions of the models. Results indicated thatthere were no significant differences between thetwo service delivery models for students withspecific learning disabilities.

Autorentext

Andrea P. Beam, Ed.D.: Educational Administration and Policy Studies (GWU). Assistant Professor at Regent University, Virginia Beach. Honors include: Who's Who Among Executive and Professional Women Principals in Education, 2007; Who's Who of Women in Education, 2006; and Who's Who Among American Professionals, 2001.

Klappentext
The purpose of this study was to investigate the relationship between placement in inclusive and pullout special education programs with regard to Virginia Standards of Learning (SOL) achievement, and behavior outcomes for third-and fifth-grade students with learning disabilities. Data collection and analysis also addressed staff costs for the models reviewed. Demographic data such as age, gender, ethnicity, years of special education services, and years in the school division were comparable for the two groups of students. Quantitative methods were used to describe two schools and their special education service delivery models, both inclusive and pullout programs. Individualized Education Program (IEP) goals and objectives, classroom accommodations, and coteaching methods were reviewed to provide explicit definitions of the models. Results indicated that there were no significant differences between the two service delivery models for students with specific learning disabilities.