Reading & Other Learning Disabilities

Is inclusion always good? No. It’s not. That’s why the “I” in IEP stands for individualized. That why the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires schools to have numerous placement and service options. That’s why IDEA requires IEP Teams to base all decisions about children’s programs on their needs, not their special education classification.

Inclusion is often good, but not always. Many children with reading disabilities need instruction that differs dramatically from that offered in general education classes. Even with major changes in curriculum and assignments, many general education classes are inadequate for teaching children with reading disabilities how to read.

Moreover, research has failed to demonstrate that inclusion is clearly superior to specialized placements, such as an extra hour daily of pull-out instruction from a reading specialist. Here are the conclusions from two recent reviews of the literature on inclusion:

The evidence … does not provide a clear endorsement for the positive effects of inclusion. There is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive. (Lindsey, 2007)

The research evidence investigating inclusion clearly suggests caution …. Analysis of the evidence also suggests that the effectiveness  of  specific  practices  associated  with  inclusion  is  mixed,  at  best  …. Consequently, although full inclusion may be viewed as a ‘good thing’ (just, essential, democratic, liberating), ‘reality’ paints a less sanguine picture about the general education classroom being the sole placement option for educating students with disabilities…. The present practice of special education indicates that outcomes for students with disabilities remain unpredictable. A primary goal should be the reduction of risk and uncertainty for individual students that requires a rational analysis of the situation. (Kavale & Mostert, 2003)

So, what should you do if your child’s school wants to place him in a general education class for all his reading instruction? We suggest that you first ask questions and politely but firmly insist on thoughtful, valid answers. Here are sample questions:

• What will my child’s reading curriculum stress? May I see some sample materials?
• How many hours of extra reading instruction will he get from a teacher who is highly educated and skilled in teaching reading to children with reading disabilities?
• How will you prevent reading instruction from embarrassing him?
• How frequently will you monitor his progress so you can quickly modify his program to ensure accelerated progress?

We then suggest that you observe one or two reading and related lessons, such as social studies, in the proposed class. Ask the teacher how and how frequently she monitors progress and how frequently she’s willing to meet with you to discuss your child’s progress and program. If you then think the class will work for your child–will produce far more than a year’s growth in a year’s time–try it. But keep monitoring his progress.

Many more questions and information about the reading needs of children with reading disabilities and what to look for when observing classes are found in chapters 3 and 4 of Reading Disabilities: Beating the Odds.  Strategies for monitoring progress are found in chapter 7.

References

Kavale, K., & Mostert, M. P. (2003). River of ideology, islands of evidence. Exceptionality, 11(4), 191–208, p. 203.

Lindsay, L. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24, p. 2.

Margolis, H., & Brannigan, G. G. (2009). Reading Disabilities: Beating the Odds. Voorhees, NJ: Reading2008 & Beyond (www.reading2008.com/blog).

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