Date Approved


Embargo Period


Document Type


Degree Name

M.A. in Learning Disabilities


Interdisciplinary and Inclusive Education


College of Education


Urban, Stanley


Inclusive education; Learning disabled teenagers--Education; Special education teachers


Disability and Equity in Education


The purpose of this study was to determine the effectiveness of increased support by special education teachers on the academic achievement of learning disabled students in main subject area inclusionary classes at the secondary level when compared to no in class support. This information can help analyze the effectiveness of an inclusion program, validate successful inclusive educational policies that should be continued, and pinpoint the need for revision. Grade point average data of included learning disabled students in Core English II, Core B Math, and Introduction to Earth Science during the 94-95 academic year when no in class support was provided was collected and compared to a comparable group of individuals' grade point averages in the same course of study during the 98-99 academic school year when support was provided. The subjects for this study attended or are presently attending Rancocas Valley Regional High School in Mount Holly, New Jersey. The data reveals that there are no significant differences between academic achievement of special education students receiving in class support as compared with special education students that did not receive in class support.