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The Journal of Special Education
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A Comparison of Inclusion Only, Pull-Out Only, and Combined Service Models for Students with Mild Disabilities

Douglas Marston

Minneapolis Public Schools

The debate on how to best deliver educational services to students with disabilities continues without substantial research on model efficacy. This study compared the inclusion only, pull-out only, and combined services models for a sample of elementary students with mild disabilities. Results indicate that teacher satisfaction and student progress in reading were significantly greater for the combined services model. These data support renewed commitment to the continuum of services. Reasons for the success of the combined services model are discussed.

The Journal of Special Education, Vol. 30, No. 2, 121-132 (1996)
DOI: 10.1177/002246699603000201
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