ERIC Number: ED389102
Record Type: RIE
Publication Date: 1995-Aug
Effects of Inclusion on Academic Outcomes.
Willrodt, Ken; Claybrook, Shirley
This study compared math and reading achievement in the fifth grades of two suburban elementary schools, one which utilized a traditional approach of pull-out special education classrooms and the other which utilized an inclusion program for special education services. The Texas Assessment of Academic Skills (TAAS) was used to measure the math outcomes of 98 fifth graders and the reading outcomes of 80 fifth graders at the inclusion school, and the math outcomes of 143 fifth graders and the reading outcomes of 129 fifth graders at the traditional school. Chi square analysis reflected no significant difference in passing rates on the TAAS in math and reading between the two groups. The study concluded that the decision as to which program is more beneficial cannot be made based solely on expected academic improvements. Appendixes include a student attitudes survey instrument, data tables, and a paper on inclusion. (Contains 20 reference notes.) (DB)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Research Paper, Sam Houston State University.