This study investigated the relationship between placement in inclusive and pullout special education programs and academic and behavior outcomes for students with learning disabilities (LD). Demographic data such as age, gender, ethnicity, socioeconomic status, and IQ established comparabililty of two groups. Qualitative and quantitative methods described two schools and their special education models, one inclusive and the other pullout. Individualized Education Plan (IEP) goals and objectives, classroom accommodations, and teacher collaboration were examined to provide functional definitions. Results indicated that the two programs differed significantly. Further, students served in inclusive classrooms earned higher grades, achieved higher or comparable scores on standardized tests, committed no more behavioral infractions, and attended more days of school than students served in the pullout program.
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