Educating students with special needs in inclusive settings has become a priority for westernized governments as they strive to create more inclusive societies. While recognizing the societal benefits of inclusion, teachers and parents question whether or not implementation of full inclusion will come at the expense of learners' individual…

This study examined achievement gains in reading and math for Hispanic middle school students with specific learning disabilities in inclusive versus segregated settings in a large urban school district. The authors report learning gains for students with and without disabilities in inclusive versus segregated settings. Results indicate no…

This article sees the inclusion movement as leading to the rapid erosion of placement options for students with disabilities and notes that no single classroom can be appropriately, habilitatively restrictive for all children. It suggests that advocates of full inclusion deny realities, rights, and responsibilities involved in constructing the…

This rebuttal to a criticism of the authors' article questioning the regular class placement of students with learning disabilities (LD) cites research that supports the effectiveness of special education settings for some students and highlights limitations of inclusion settings. The paper stresses that the elimination of the continuum of…

This paper presents a model for the full integration of children with severe speech-language problems into the regular classroom. It describes characteristics of this population, structure and roles of the collaborative teaching teams, the critical importance of administrative and parental support, and the active involvement of the staffing team.…

This policy brief reports on a study exploring state by state variation in placement rates for students with disabilities in either regular or special education settings and the relationship of economic, sociodemographic, and educational factors to these rates. The study analyzed data for the school year 1992-93 and compared the percent of…

This study compared self-contained and regular classrooms for the quantity and quality of instruction provided to students classified as emotionally disturbed, learning disabled, and educable mentally retarded. The study compared 22 effectiveness indicators within 6 modifiable dimensions of instructional variables: (1) questioning style, (2)…