Are Inclusive Programs for Students With Mild Disabilities Effective? A Comparative Review of Model Programs

Abstract

This review compared eight different inclusive models for elementary students with mild disabilities, primarily with learning disabilities. Model programs were described according to curricular innovations and the way school personnel and classrooms were organized. Quantified academic outcomes were also discussed. Methodological concerns prevented conclusions about the superiority of inclusive programming over pull-out programs. There were indications that inclusive programming can be effective for some, although not all, students with mild disabilities. More conclusive evidence suggests that the impact of organization and instructional changes on the achievement of nondisabled students was positive. Common elements in models reviewed included a redesigning of general education classrooms so that they more closely resembled special education: low student-to-staff ratio, intensive and prescribed basic skills instruction, performance monitoring, and the opportunity for intensive, one-to-one instruction. Results are discussed in light of implications of the inclusion movement and the future of special education.After the efforts of the past decade to formulate the P.L. 94-142 legislative mandate, and the equally, if not more, difficult task of implementing it, we may need to stop for a moment to reexamine the educational system we have created. We may need to modify and refine it. The time is right because we are now launching the second stage of the revolution-an enormous effort to create or totally reorganize a system of services for disabled people in our nation. Let us pause half-way up the slope to take a breath and gather that humor, confidence and strength for the next task. Let us pause, let us reflect, but not too long. (Will, 1984, p. 11)

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

“…The literature reviews were concerned with school efforts to enhance the participation of all students and the impact of inclusion on students without disabilities (Kalambouka et Learning in Inclusive Education Research 23 al., 2005). Although other reviews have been reported in the literature (Harrower, 1999;Manset & Semmel, 1997;Salend & Duhaney, 1999), the two selected syntheses are among the most comprehensive and systematic efforts to date. Some of the main findings from eht review include:…”

L’enseignement en contexte d’inclusion : proposition d’un modèle d’analyse des pratiques d’adaptation

“…De multiples travaux sur l'éducation des élèves en difficulté d'apprentissage en contexte d'inclusion, tels ceux de Zigmond et Baker (1990), de Jenkins, Jewell, Leicester, Jenkins et Troutner (1991), de Slavin, Madden, Karweit, Livermon et Dolan (1990) et de Saint-Laurent, Giasson, Simard, Dionne, Royer et al (1995, ont donné naissance à certains modèles 4 permettant au secteur ordinaire de répondre aux besoins de cette population (Manset et Semmel, 1997). Au départ, ce fut 1' adaptation de 1' enseignement pour tous les élèves, et non exclusivement pour 1 'élève en difficulté qui était visée, et ce, par l'exploitation de programmes essentiellement uniques, plutôt qu'adaptés au profil de chaque élève en difficulté.…”

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

“…Students without disabilities described learning from students with learning disabilities in the general classroom as a positive experience (Murray-Seegert, 1989). Manset and Semmel (1997) found inconclusive evidence regarding the effectiveness of inclusion on students with mild disabilities.…”

“…The special education teacher is considered the expert in the resource room for students with mild disabilities (Manset & Semmel, 1997).…”