Effects of differing levels of inclusion on preschoolers with disabilities.: An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on September 22, 1998. The length of the article is 5689 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: This study compared three levels of inclusion (special education-only, integrated special education, and mainstream placements) on cognitive and language development of preschool children with disabilities. Results are reported for 66 children randomly assigned to one of three classroom ratios. Overall, treatments did not differ significantly, but an analysis of pre- to postgains revealed that one treatment, integrated special education, produced gains that significantly exceeded the rate of normal development. Aptitude X Treatment interactions indicated relatively higher functioning children with disabilities benefited more from integrated special education placement, while relatively lower functioning children benefitted more from special education-only classes and mainstream classes. Results replicate previous findings that different levels of inclusion produce differential benefits for higher and lower functioning students.

Citation Details
Title: Effects of differing levels of inclusion on preschoolers with disabilities.
Author: Paulette E. Mills
Publication:Exceptional Children (Refereed)
Date: September 22, 1998
Publisher: Council for Exceptional Children
Volume: v65 Issue: n1 Page: p79(12)

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