Date of Award
6-12-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Bronwyn McFarlane
Committee Members
Bronwyn McFarlane; Lori Sanchez; Robert Williams
Call Number
ISBN 9798280760837
Abstract
This study examined the academic outcomes of special education students receiving core instruction in an inclusionary model compared to those receiving their instruction in a resource classroom. The research problem addressed the achievement gap between the two instructional approaches and how they impact student academic performance. The findings are relevant to educators, school administrators, and policymakers looking to improve instructional strategies for students with disabilities. The purpose of this quantitative correlational research study was to determine whether inclusionary based instructional practices led to higher academic achievement than the traditional pull-out model. Grounded in the theoretical framework of Positivism, the study focused on empirical analysis of student performance in reading and mathematics. The research design involved the comparative analysis of third and fourth grade students with specific learning disabilities from two demographically similar elementary schools; one employing an inclusionary model of instruction and the other a resource-based approach. The study examined four years of standardized test data and included a teacher survey assessing attitudes toward the inclusion model. Results indicated that students supported through the inclusionary model consistently outperformed their peers’ mean achievement scores in the resource setting in both English Language Arts and mathematics. Analysis of teacher survey data revealed a strong correlation between positive teacher attitudes, adequate training, and the successful implementation of inclusionary practices. The findings suggest that while inclusionary models provide academic benefits, variables in outcomes, particularly in the area of reading, necessitates further research into targeted interventions to support students struggling academically. The study’s conclusions highlight the importance of inclusionary practices in fostering equitable educational outcomes and advocate for enhanced teaching training and support for inclusive classrooms. Future research in this area should explore long-term impacts of inclusion on social development and the effectiveness of differentiated instructional strategies. Practical recommendations include increased professional development opportunities, improving collaboration among teachers, and improving inclusionary strategies to maximize learning outcomes for students.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Ross, Shaun, "Closing The Learning Gaps: When Special Education Students Receive Grade Level Content Through Inclusionary Practices" (2025). Student Theses and Dissertations. 1052.
https://arch.astate.edu/all-etd/1052
