A study on effective inclusion and its academic and social impacts on the mildly learning disabled
- Publication Year:
- Repository URL:
- Disability and Equity in Education
thesis / dissertation description
The purpose of this thesis project was to determine the effectiveness of placing mildly learning disabled (LD) public elementary school students (grades three, four, and five) in a fully inclusive general education setting with necessary support services, specifically collaborative teaching. Students involved in the study were classified perceptually impaired in accordance with N.J.A.C. 6:28, and placed in an in-class support (ICS) classroom, instructed by both a general education and special education teacher. Academic achievement data, as formally measured on the California Achievement Test (CAT 5) and functionally measured through teacher assigned report card grades, was analyzed. Social functioning (self-concept and peer acceptance) was measured by the Piers-Harris Children's Self-Concept Scale and through peer nominations. A questionnaire was completed by eight inclusionists to determine their attitudes toward and perceptions of ICS. The results of the functional measure indicate that all ICS students were satisfactorily meeting district curriculum objectives. Formal measure results show that the majority of the classified students perform in the average range of functioning in reading and mathematics when compared to their same age peers. Socially, the LD students possess self-concepts described as average to very much above average, and these students are no more likely to be socially rejected than their nondisabled classmates. Furthermore, teachers view this program as essential and successful for mildly LD students.