Hocutt A M
Department of Educational and Psychological Studies at the University of Miami, USA.
Future Child. 1996 Spring;6(1):77-102.
Research indicates that various program models, implemented both in special education and general education, can have moderately positive academic and social impacts for students with disabilities. However, no intervention has been designed that eliminates the impact of having a disability. With few exceptions, students with disabilities have not achieved commensurately with their nondisabled peers; even students with learning disabilities as a group have not been able to achieve at the level of low-achieving nondisabled students. In general, the most effective interventions for students with disabilities, whether in special education or general education settings, have employed intensive and reasonably individualized instruction, combined with careful, frequent monitoring of student progress. There is no compelling evidence that placement rather than instruction is the critical factor in student academic or social success. Further, studies have indicated that typical practice in general education is substantially different from practice in the model programs that showed greatest success for students with disabilities. The interventions that were effective in improving academic outcomes for students with disabilities required a considerable investment of resources, including time and effort, as well as extensive support for teachers. The research does not support full-time inclusion for all students with disabilities. On the contrary, it appears that there is a clear need for special education. At the same time, given adequate resources, schools should be able to assist more students to be more successful in general education settings.
研究表明，在特殊教育和普通教育中实施的各种项目模式，对残疾学生可能会产生一定程度的积极学业和社交影响。然而，尚未设计出能消除残疾影响的干预措施。除了少数例外情况，残疾学生的成绩未能与其非残疾同龄人相匹配；即使是学习障碍学生群体，也未能达到成绩较差的非残疾学生的水平。总体而言，对残疾学生最有效的干预措施，无论是在特殊教育还是普通教育环境中，都采用了强化且合理个性化的教学，并结合对学生进步的仔细、频繁监测。没有确凿证据表明安置方式而非教学才是学生学业或社交成功的关键因素。此外，研究表明，普通教育中的常规做法与对残疾学生显示出最大成功的示范项目中的做法有很大不同。对残疾学生有效的提高学业成绩的干预措施需要大量资源投入，包括时间和精力，以及对教师的广泛支持。该研究并不支持让所有残疾学生都全时融入普通教育。相反，似乎显然需要特殊教育。与此同时，如果有足够的资源，学校应该能够帮助更多学生在普通教育环境中取得更大成功。
