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Remedial and Special Education
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Evaluation of a First-Year Inclusion Program

Student Perceptions and Classroom Performance

Renée C. Tapasak

Buros Institute of Mental Measurements, University of Nebraska, Lincoln

Christine S. Walther-Thomas

Educational Policy, Planning, and Leadership Program at the College of William and Mary in Williamsburg, Virginia, chrisswm{at}aol.com

This article summarizes the first-year evaluation of an inclusive education program at an urban elementary school. Sixty primary-level (Grades K-2) students and 50 intermediate-level students (Grades 3-5) were evaluated using individualized and teacher report measures. At the primary level, results showed significant increases in self-perceptions of cognitive competence for both students with disabilities and students without disabilities. Self-perceptions of physical competence were higher for the students with disabilities group. No significant differences were found in preferred playmates. At the intermediate level, students without disablities reported higher perceptions of their academic and social abilities than students with disabilities. Teacher ratings showed improved social skills for both primary and intermediate students with disabilities. Finally, report card ratings and teacher comments suggested different expectations for students with disabilities and their typical peers.

Remedial and Special Education, Vol. 20, No. 4, 216-225 (1999)
DOI: 10.1177/074193259902000405
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