Assessing Collaborative Inclusion as an Effective Model for the Delivery of Special Education Services

Abstract

The field of special education is undergoing significant reform in today's schools. Many argue these educational changes have not yet been supported through research. This article outlines three approaches to assessing the impact of a collaborative inclusion model. In the first approach student achievement in collaborative inclusion (CI) programs is contrasted with traditional "pull-out" programs through the use of Curriculurn-Based Measurement procedures. In the second approach the impact of the CI model on "quality of service" and "time needed" is quantified with a staff survey. Finally, the attitudes of general and special education teachers is examined qualitatively. Major findings indicate student growth is similar in both models, that general and special education teachers felt quality of service had improved with the CI model, and CI is associated with lower rates of identification of students needing special education services. Comments from regular and special education teachers outlining advantages, disadvantages, and barriers to implementing CI are shared.