The effects of an inclusion model of student academic achievement and on teachers\u27 perceptions

The purpose of this study was to investigate the effects of the inclusion service delivery model on the academic performance of nondisabled students compared to their matched peers in noninclusive classrooms. The effects of inclusion on the academic performance of students with learning disabilities as they advanced through two grade levels receiving services in the inclusion classrooms was also examined along with the teachers\u27 perceptions of the existing model. Previous studies have called for further research to investigate the academic effects for all students in inclusive environments compared to their peers in noninclusive environments. Few studies have probed whether students with learning disabilities are making academic gains within this service delivery model. This study aimed to add to the literature in the field by addressing these areas. This study was conducted in a suburban elementary school following its subjects from third to fifth grade using a pretest-posttest design. One standardized instrument was employed utilizing its reading comprehension, mathematics, and quantitative ability subtests to measure the subjects, performance. Data were analyzed using paired t tests. The experimental group received instruction within the inclusion model for the course of two grade levels while the control group participated in only traditional general education classrooms. The secondary instrument was a semistructured interview with the eight teachers involved in the inclusion model. These interviews provided information about their perceptions of the effects of the inclusion program on themselves and their students. Several distinct findings emerged. There was no significant difference in any of the academic areas between the nondisabled students in the inclusion classrooms and their matched peers in the general education classrooms. Over the 2 years the students with learning disabilities made significant gains in reading comprehension and quantitative ability but no significant gains in mathematics. Teacher interviews suggested benefits from having taught in the inclusion program and concerns over the required high instructional planning demands. It was concluded that the analysis of the effectiveness of the inclusion model needs to be measured by its effects on student learning. This study attempted to begin that process