The Effects of Reintegration into General Education Reading Instruction for Students with Mild Disabilities

Abstract

This study reports results of reintegrating 23 elementary-age students with mild disabilities served in special education pull-out programs into their general education classroom for reading instruction. These students were placed into general education classrooms for reading for up to 12 weeks. Effects were evaluated using Curriculum-Based Measurement. Achievement gains for reintegrated students were evaluated in the context of the academic gains made by general education students in the same reading groups. Results showed that on average, reintegrated students made academic gains comparable with their general education counterparts. Parents and general education teachers responded favorably to the reintegration decision, and their support did not change over the course of the reintegration trial. Implications for reintegration efforts are discussed.