EFFECTS OF DIFFERING LEVELS OF INCLUSION ON PRESCHOOLERS WITH DISABILITIES

This study compared three levels of inclusion (special education-only, integrated special education, and mainstream placements) on cognitive and language development of preschool children with disabilities. Res ults are reported for 66 children randomly assigned to one of three cl assroom ratios. Overall treatments did not differ significantly, but a n analysis of pre- to postgains revealed that one treatment, integrate d special education, produced gains that significantly exceeded the ra te of normal development. Aptitude X Treatment interactions indicated relatively higher functioning children with disabilities benefited mor e from integrated special education placement while relatively lower f unctioning children benefitted more from special education-only classe s and mainstream classes. Results replicate previous findings that dif ferent levels of inclusion produce differential benefits for higher an d lower functioning students.