Evaluating the Effects of Responsible Reintegration into General Education for Students with Mild Disabilities on a Case-by-Case Basis

Abstract

This study reports the results of reintegrating 18 elementary-aged students with mild disabilities, who were served in special education pull-out programs, into their general education classroom for reading instruction. Students were placed into general education classrooms for reading instruction for up to 12 weeks. Effects were evaluated twice weekly with curriculum-based oral reading measures. Achievement gains were evaluated compared to the academic gains made by general education students in the same reading instructional groups by 10 experts. Experts' judgments were consistent regarding the effects of reintegration. Of the reintegrated students, one-half (9) were rated as benefiting from reintegration. Only 3 of the 18 students were judged as not benefiting. Although it appears that reintegration was successful for many students, results have implications for the instructional programs of all students with low reading skills.

Additional information

Notes on contributors

Mark R. Shinn

Mark R. Shinn is Professor and Department Head, Department of Applied Behavioral and Communication Science, College of Education, University of Oregon. His research interests include the use of direct measures of academic performance like Curriculum-Based Measurement (CBM) in a Problem-Solving model.

Kelly A. Powell-Smith

Kelly A. Powell-Smith is an Assistant Professor of School Psychology, Department of Psychological and Social Foundations, College of Education, University of South Florida, Tampa, Florida. Dr. Powell-Smith's research interests include: the use of Curriculum-Based Measurement and Problem-Solving Assessment in educational decision making, parent involvement in education and parent tutoring, and school psychology service delivery to students with severe disabilities.

Roland H. Good

Roland H. Good III is an Associate Professor of School Psychology, Department of Applied Behavioral and Communication Sciences, University of Oregon, Eugene, Oregon. His research interests include the development and validation of Dynamic Indicators of Basic Early Literacy Skills in a Problem Solving model.