THE VIRGINIAN-PILOT
Copyright (c) 1995, Landmark Communications, Inc.
DATE: Tuesday, September 19, 1995 TAG: 9509170124
SECTION: FRONT PAGE: A9 EDITION: FINAL
SERIES: SPECIAL EDUCATION
The Challenge
TODAY: More special ed students are moving to general classes for most
of the school day.
SOURCE: BY PHILIP WALZER, STAFF WRITER
LENGTH: Short : 43 lines
Most studies of inclusion have shown social and academic benefits for both handicapped and non-disabled youngsters.
In 1990, two California researchers, Ann Halvorsen and Wayne Sailor, reviewed more than 200 studies and found that the ``overwhelming majority'' offered ``clear support'' for inclusion. The benefits ranged from an increase in academic achievement and parental expectations to a decrease in ``inappropriate behavior.''
At Olive Branch Elementary School in Portsmouth, Principal Bonnie Teig found that after the first year of inclusion in 1993, the academic performance of all kids in mixed classes generally was better than that of non-special-ed students in segregated classes. The percentage of children in mixed classes who failed a subject was as much as 15 points lower in most grades than the percentage who failed in standard classes.
The research also showed that gifted students were slowing down in their progress, but Olive Branch responded by beginning special activities for them and has since seen gains across the student body, Teig said.
University of Miami professor Sharon R. Vaughn, who is studying 200 youngsters, found high-achieving students sometimes were the big winners. ``They actually make greater gains in inclusion classrooms than high-achieving students in non-inclusion classrooms,'' Vaughn said. ``They now view themselves as leaders and role models.'' MEMO: [For a related story, see page A1 of THE VIRGINIAN-PILOT for this
date.]
KEYWORDS: EDUCATION SPECIAL EDUCATION INCLUSION by CNB