Students With Disabilities In Inclusive Classes Achieved At Higher Levels On State Educational Assessments

Indiana high school students with disabilities who spent 80% of their educational time in general education classrooms scored higher on state reading and math assessments and were better prepared for postsecondary education and employment opportunities than their peers in low inclusive settings. High inclusion was defined as 80% or more educational time spent in the general education classroom. Low inclusion was defined as less than 80% of educational time spent in the general education classroom.

Students with disabilities with high inclusion in the general education classroom scored an average of 24.3 points higher in English/language arts and 18 . . .