NIUSI

part of the Education Reform Networks

Outcomes for students with and without learning disabilities in inclusive classrooms

The authors focus on intensive staff development for general and special educators that taught the educators how to implement instructional strategies with students who had a wide range of abilities in an inclusive classroom. Their study that examined social outcomes of 59 elementary school students with learning disabilities, 72 low- to average-achieving students, and 54 high-achieving students, found that students in the consultation/collaborative-teaching setting demonstrated more positive outcomes than students in the co-teaching setting on friendship quality and peer acceptance.

• Contributor: Klinger, J.K., Vaughn, S., Hughes, M.T., Schumm, J.S. & Elbaum, B. // Learning Disabilities Research and Practice, 13(3) pp.153-61 Summer 1998

This resource is cataloged under:

• Network/channel: NIUSI: Professional Effort: Group Practice & Professional Development
• Network/channel: NIUSI: Professional Effort: Teaching Design & Practices
• Network/channel: NIUSI: School Organizational Effort: Culture of Change and Improvement

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