Comparative Outcomes of Two Instructional Models for Students With Learning Disabilities: Inclusion With Coteaching and Solo-Taught Special Education

• In Event: Special Education Teachers and Service Delivery Models

Abstract

We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement. 12 inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. The data were collected from academic tests. While our results revealed no significant difference between the two models in terms of target population, objectives, and assigned resources, significant differences were observed in the effects on student outcomes in reading/writing, as the inclusion model was shown to be globally more effective compared to the special education setting.

Author

• Philippe Tremblay, Université Laval