A COMPARISON OF INCLUSION ONLY, PULL-OUT ONLY, AND COMBINED SERVICE MODELS FOR STUDENTS WITH MILD DISABILITIES

The debate on how to best deliver educational services to students wit h disabilities continues without substantial research on model efficac y. This study compared the inclusion only, pullout only, and combined services models for a sample of elementary students with mild disabili ties. Results indicate that teacher satisfaction and student progress in reading were significantly greater for the combined services model. These data support renewed commitment to the continuum of services. R easons for the success of the combined services model are discussed.