Mathematics education

Biology

Social psychology

Cohort

General education

Language arts

Inclusion (mineral)

Pedagogy

Special education

Paleontology

Reading (process)

Test (biology)

Psychology

Political science

Reading comprehension

Mainstreaming

Academic achievement

Internal medicine

Medicine

English language

Medical education

The Journal of Special Education

This study investigates the academic outcomes of a special education student cohort in the state of Indiana placed in high and low inclusion settings. Student scores in these two settings from the Indiana State Test of Educational Progress (ISTEP+ English/Language Arts and math) were compared from fourth grade in 2014 through the eighth grade in 2018. Results of this study show that students with disabilities who spent 80% or more of their time in a general education inclusive classroom did significantly better in both reading and math assessment than their peers who spent more time in separate special education classrooms.

The Relationship of Special Education Placement and Student Academic Outcomes