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Inclusion or Pull-Out

Which Do Students Prefer?

Janette Kettmann Klingner, PhD, is an assistant professor in the Department of Teaching and Learning at the University of Miami. Her research interests include the impact of inclusion on students with and without disabilities, and reading comprehension strategy instruction.

Sharon Vaughn

Sharon Vaughn, PhD, is a professor in the Department of Special Education at the University of Texas at Austin. Her primary research interests are instructional practices and accommodations and teachers'a daptations for students with learning disabilities in general education classrooms.

Jeanne Shay Schumm

Jeanne Shay Schumm, PhD, is an associate professor and chairperson of the Department of Teaching and Learning at the University of Miami. She teaches courses in early reading instruction and in including students with disabilities in general education classrooms.

Patricia Cohen

Patricia Cohen, MS, is a Dade County (Florida) Public Schools special education teacher specializing in inclusion.

James W. Forgan

James W. Forgan, PhD, is an assistant professor in the Department of Special Education at Georgia Southwestern State University. His research interests include investigating the transition from elementary school to middle school for students with learning disabilities. Address: Janette K. Klingner, University of Miami, School of Education, PO Box 248065, Coral Gables, FL 33124-2040.

The purpose of this study was to better understand students' perceptions of and preferences for inclusion or pull-out service delivery models. Thirty-two students with and without learning disabilities who had participated in both models during the past 2 or 3 years were interviewed individually. Key questions assessed their perceptions of which model was most conducive to academic learning and which was most likely to yield social benefits, and the reasons for their beliefs. Results indicated that students' views varied. Overall, more children identified pull-out as the model of choice, but many children were confident that inclusion was meeting their academic and social needs. We interpret the results of this study as providing support for maintaining a continuum of service delivery options and for considering the placement of each child individually, based on his or her unique needs.

Journal of Learning Disabilities, Vol. 31, No. 2, 148-158 (1998)
DOI: 10.1177/002221949803100205


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