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

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.