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Placement in Regular Programs: Procedures and Results

Haring, N.; Krug, D.
This study addressed the issue of designing a curriculum that would facilitate the return of special education students into regular education classes. An experimental curriculum was created using a combination of the DISTAR Reading program and the Sullivan Programmed Reading Series, as well as the Supped Math program. Forty eight elementary students, diagnosed as mentally retarded, were selected to participate in this study. Students were randomly assigned to either the experimental or the control group for one academic year of instruction. The Wide Range of Achievement Test (WRAT) was used for pre- and post-test measures. A one year follow up study was also conducted to assess the academic and social adjustments of the 13 students who returned to regular classes. Results from the WRAT indicated that over eight months of instruction, students in the experimental group made gains of 13.5 months-worth of instruction in reading and 16 months in math. Students in the control group recorded gains of 4.5 months in reading and 4.8 months in math. At the conclusion of the study, 13 students from the experimental group were placed in regular education classes. None of the students from the control group achieved the necessary skills to be placed in regular education classes. Results from the follow up study indicated that a high percentage of the students in the experimental group could acquire the necessary skills fast enough to remain in regular classes. Additionally, these students were able to successfully adjust their social behavior to remain in the regular education classes. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR; reading; math; Sullivan Programmed Reading Series; Suppes Math Program; Stanford Binet Test; Wide Range Achievement Test; Gray Oral Reading Test
Exceptional Children
March, 1975
Design type:
Pretest-posttest control group design with random assignment
Fidelity monitored:
Students included:
Elementary students, special education students, mentally retarded students, students with learning disabilities
Large urban city, elementary school

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