Article1998

Effects of Differing Levels of Inclusion on Preschoolers with Disabilities

Paulette E. Mills · KEVIN N. COLE · Joseph R. Jenkins · Philip S. Dale

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Collaborative Teaching and Inclusion Behavioral and Psychological Studies Inclusion and Disability in Education and Sport

Abstract

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.

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References

1982Meta-analysis in social research 2008Education and Treatment of Children 1994Inclusive Schools Movement and the Radicalization of Special Education Reform 1977Teaching Reading and Language to the Disadvantaged— What We Have Learned from Field Research 1993Behavioral and Developmental Outcomes in Young Children with Disabilities in Integrated and Segregated Settings 1995The Challenge of Inclusion 1974McCarthy Scales of Children's Abilities 1988Early Intervention for Infants and Children With Handicaps: An Empirical Base

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2007Educational psychology and the effectiveness of inclusive education/mainstreaming 2008Effective and efficient use of resources in services for children and young people with speech, language and communication needs

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