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Group 1 consisted of 15 students in kindergarten through 2nd grade, and Group 2 consisted of 15 students in grades 3rd through 5th. Both groups were given the Woodcock-Johnson Tests of Achievement-Revised at the beginning of the semester before inclusion was implemented, and another at the end of the semester. Group 1 had shown a more significant difference in improvement than Group 2. This study shows that there are definitely positive effects of mainstreaming, but also hopes that these current findings will direct future research to detect learning disabilities as early as possible.
Effects of Mainstreaming on
Moderate Learning Disabled Children in
Early versus Late Elementary Grade Levels
For many years now, there has been an increase of interest for the welfare of learning disabled children and their place in the normal classroom setting...
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