A Comparison of Learning Outcomes for Students with Disabilities Taught in Three Dissimilar Classroom Settings: Support Services, Team/Collaborative, and Departmental/Pullout

Abstract

Learning outcomes for students with mild learning and behavioral disabilities (SWD) are receiving national attention as a result of educational reform focusing on student achievement. This educational reform is the No Child Left Behind Act (NCLBA) of 2001. The effect of the law on helping educate SWD is attracting attention because of the disparate achievement gap between these students and their peers without disabilities. This study compared the learning outcomes of SWD taught in three instructional service delivery models, measured by the Georgia Criterion Reference Competency Test (CRCT). The CRCT is the state’s approved assessment. The participants were 110 eighth-grade SWD. Performance on reading, English Language Arts (ELA), and math were analyzed in this study. The findings of the study show that the group means of each model gained in performance and no model was significantly different from the other, even when combined with time. However, irrespective of model, or time with model, time did make a significant difference in performance scores of SWD. These findings suggest that given time and access to the curriculum, SWD can successfully participate in statewide assessment programs. Supported is current research driving NCLB and need for accountability to ensure that no child is left behind.