EVALUATING THE EFFECTS OF RESPONSIBLE REINTEGRATION INTO GENERAL-EDUCATION FOR STUDENTS WITH MILD DISABILITIES ON A CASE-BY-CASE BASIS

This study reports the results of reintegrating 18 elementary-aged stu dents with mild disabilities, who were served in special education pul l-out programs, into their general education classroom for reading ins truction. Students were placed into general education classrooms for r eading instruction for up to 12 weeks. Effects were evaluated twice we ekly with curriculum-based oral reading measures. Achievement gains we re evaluated compared to the academic gains made by general education students in the same reading instructional groups by 10 experts. Exper ts' judgments were consistent regarding the effects of reintegration. Of the reintegrated students, one-half (9) were rated as benefiting fr om reintegration. Only 3 of the 18 students were judged as not benefit ing. Although it appears that reintegration was successful for many st udents, results have implications for the instructional programs of al l students with low reading skills.