Reading Achievement of General Education Children in Blended Classes

Abstract

Using 64, sixth grade students from a rural Western New York school district, the examiner attempted to determine if the current practice of integrating special needs students into the regular classroom has any effect on the reading achievement of the general education student. To accomplish this, the examiner found two comparable groups from the current sixth grade class. Group A was the integrated students and Group B was the traditional students. The total reading scores from annual standardized reading tests were compared. Using a calculated t test, the data showed no statistically significant difference in achievement between the two test groups. It was concluded that the practice of integrating special needs students into the regular classroom has no effect on the general education student.