Parents' perceptions of inclusion and pullout programs at an Oahu elementary school

Abstract

This study examined how parents experienced inclusion and pull-out programs at an elementary school on Oahu. This study compared the scores from a sample of third grade students who took the Woodcock Reading Mastery Test and the Key Math Test both at the beginning and the end of the 2001-2002 school year. A sample of eight pull-out students and five inclusion students took the Woodcock Reading Mastery Test in July, 2001 and again in June, 2002. A sample of seven pull-out students and six inclusion students took the Key Math Test in July, 2001 and again in June, 2002. Results indicated that on average, students in the pull-out program made more gains in the areas of reading and math than students in the inclusion program. In addition, interviews were conducted with parents of two third grade students and two fifth grade students who had experienced both pull-out and inclusion programs. Several themes emerged from the interviews. Parents lauded the idea of inclusion, but had many concerns regarding its implementation. Perceived downfalls of the inclusion program included smaller academic gains in the areas of reading and math and lack of adequate personnel to service students in inclusion programs. Pull-out was perceived as a much better placement for improving reading and math skills. Parents also attributed their child's higher self-esteem to the curriculum of the pull-out program. Additionally, both parents and students reported that pull-out did not, in fact, alienate special education students from their peers.