A Comparison of Inclusion Only, Pull-Out Only, and Combined Service Models for Students with Mild Disabilities

Marston, Douglas

doi:10.1177/002246699603000201

Cited by 60 publications

(58 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Freeman and Alkin, the benefits of inclusion were more pronounced when students were fully included rather than partially included. This differs from the conclusions drawn by Marston's (1996) study of students with learning disabilities that reported that a combined service model was more effective than either full inclusion or full segregation. Part of the difference could be accounted for by the nature of the disabilities included in the studies.…”

Section: Inclusion and Student Outcomescontrasting

confidence: 99%

“…Reviewing the literature has resulted in the identification of several studies that found improvement in academics (Cawley et al, 2002;Freeman & Alkin, 2000;Rea et al, 2002) and others that found inclusion to have little effect on achievement (Marston, 1996;Slavin et al, 1984). However, it is important to note that conclusions based upon academic achievement are limited by the scope of each study, the disability area and age group which each focuses on, and the ways in which data were collected.…”

Section: Inclusion and Student Outcomesmentioning

confidence: 99%

“…Administrative support for inclusive education can take a variety of forms. Marston (1996) referenced the need for administrators to provide the financial resources necessary to have special education support in a variety of settings: such as, self-contained classrooms, classrooms with both general and special education teachers, and general education classrooms. Additionally, Marston placed the onus on administrators for ensuring that special education teachers had manageable caseloads.…”

Section: Leadership Content Knowledge Pedagogical Content Knowledge Ismentioning

confidence: 99%

See 2 more Smart Citations

Leadership Practices and Knowledge that Support Inclusion: A Case Study

Akom¹

View full text Add to dashboard Cite

show abstract

Section: Inclusion and Student Outcomescontrasting

confidence: 99%

Section: Inclusion and Student Outcomesmentioning

confidence: 99%

Section: Leadership Content Knowledge Pedagogical Content Knowledge Ismentioning

confidence: 99%

See 1 more Smart Citation

Leadership Practices and Knowledge that Support Inclusion: A Case Study

Akom¹

View full text Add to dashboard Cite

show abstract

“…Marston (1994), however, pointed to teachers' negative attitudes. There is a paucity of research involving attitudes in special education teachers.…”

Section: Teachers' Attitudes Towards Pupils With Special Needsmentioning

confidence: 99%

Attitudes towards inclusion: the case of Israeli and Palestinian regular and special education teachers

Lifshitz

Glaubman

Issawi

2004

European Journal of Special Needs Education

View full text Add to dashboard Cite

The goals of the present study were to examine the effects of an intervention programme on sense of efficacy and attitudes towards inclusion of pupils with six types of disability, among Israeli ( N = 66) and Palestinian ( N = 192) teachers. We also studied how these attitudes were related to their general attitudes towards education; whether regular ( N = 125) and inclusive teachers ( N = 103) would differ; and how attitudes towards inclusion and sense of efficacy were correlated. The intervention, which was adapted to the needs of inclusive teachers, was comprised of the three components of attitudes, cognitive, emotional and behavioural. Results showed, as hypothesized, that in all types of disability the Israeli, compared to Palestinian teachers, showed significantly higher willingness to include pupils with special needs. The clash between the individualistic nature of special education and the national orientation of the Palestinian teachers, coupled with the 'stigmatizing effect', may explain their being high in conservatism and progressiveness, and their negative attitudes towards inclusion of pupils with sensory impairment and mental retardation before the intervention. The intervention programme was more beneficial to the regular teachers, compared to the special education teachers. The correlations between the attitudes and sense of efficacy were increased following the intervention; the negative attitudes towards inclusion of moderate/severe learning disabilities/emotional disturbances and mild mental retardation can be explained by the tolerance and expectation theories.The study examines the effects of an intervention programme on sense of efficacy and attitudes towards inclusion of pupils with special needs among Israeli and Palestinian special education and regular teachers.We were interested in learning how these attitudes were related to the teachers' general education attitudes, whether regular and inclusive teachers differ in this regard and to what degree attitudes towards inclusion and sense of efficacy are correlated.

show abstract

“…The resource room is especially important when it supports the general curriculum and teachers collaborate to best meet the needs of their students. Marston (1996) found many special education teachers desire the continued use of the resource room.…”

Section: Types Of Service and Placement Optionsmentioning

confidence: 99%

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Blackford¹

2010

View full text Add to dashboard Cite

This qualitative study focused on student knowledge and perceptions of the resource room in a private school. Students on an IEP or eligible for an IEP and that had attended the resource room were interviewed on the five constructs: knowledge, perceptions, benefits, limitations, and suggestions for improvement. Teachers and administrators were surveyed regarding these same five constructs. This study represents a small private K-12 school of approximately 170 students where the main service model is the resource room. Analysis of the results revealed that students perceived the resource room teacher, the ability to receive help and the quiet atmosphere as benefits of the resource room. Limitations and suggestions for improvement are also included. These results can be used to effectively structure the resource room to best meet the needs of students with disabilities.

show abstract

A Comparison of Inclusion Only, Pull-Out Only, and Combined Service Models for Students with Mild Disabilities

Cited by 60 publications

References 10 publications

Leadership Practices and Knowledge that Support Inclusion: A Case Study

Leadership Practices and Knowledge that Support Inclusion: A Case Study

Attitudes towards inclusion: the case of Israeli and Palestinian regular and special education teachers

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

Contact Info

Product

Resources

About