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    The Effects of Inclusion and Pull-Out Models: Emotionally, Socially and Academically

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    Author
    Bais, Ashley
    Keyword
    meta-synthesis
    pull-out model
    inclusion model
    bullying
    least restrictive environment (LRE)
    disabilities
    non-disabled peers
    Literature Review
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/11122/12252
    Abstract
    The purpose of this study was to explore whether the traditional pull-out method or the inclusion model was more effective for students with disabilities, both emotionally and academically. This study focused on the emotional effect that pull-out and inclusion models had on students with disabilities. It also compared the academic growth of elementary school-aged children with disabilities within the pull-out and inclusion classrooms. The results of this study indicated that children with disabilities are more likely to get bullied than their non-disabled peers. Bullying effects children’s incentive to do well in school. In addition to bullying, students are more likely to be successful in their least restrictive environment (LRE) serviced by the inclusion model. In fact, students are able to build up their self-esteem, confidence, and even academic weaknesses when receiving their education with their non-disabled peers within the inclusive setting.
    Date
    2015-04-25
    Publisher
    University of Alaska Southeast
    Type
    Thesis
    Citation
    Bais, A. (2015). The effects of inclusion and pull-out models: Emotionally, socially and academically. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.
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    Special Education Masters Program Theses

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