THE EFFECTS OF REINTEGRATION INTO GENERAL-EDUCATION READING-INSTRUCTION FOR STUDENTS WITH MILD DISABILITIES

This study reports results of reintegrating 23 elementary-age students with mild disabilities served in special education pull-out programs into their general education classroom for reading instruction. These students were placed into general education classrooms for reading for up to 12 weeks. Effects were evaluated using Curriculum-Based Measure ment Achievement gains for reintegrated students were evaluated in the context of the academic gains made by general education students in t he same reading groups. Results showed that on average, reintegrated s tudents made academic gains comparable with their general education co unterparts. Parents and general education teachers responded favorably to the reintegration decision, and their support did not change over- the course of the reintegration trial Implications for reintegration e fforts are discussed.