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Peer reviewedMarston, Douglas – Journal of Special Education, 1996
Two studies compared the inclusion only, pull-out only, and combined services models for elementary students with mild disabilities, using a survey of 80 teachers and comparison of reading improvement in 240 students in the 3 models. Teacher satisfaction and student progress in reading were significantly greater for the combined services model.…
Descriptors: Delivery Systems, Elementary Education, Inclusive Schools, Instructional Effectiveness
