| The purpose of this brief study was to explore whether the traditional pull-out method, the coteaching method, or the combined method produced higher performances for students with disabilities over a three-year academic period at the elementary and middle school level. The results of the non-experimental quantitative study using student CRCT reading and mathematics scale scores collected over three years (2007, 2008, and 2009) for the three distinct groups indicate that the coteaching group outperformed the pull-out and combined groups with regard to their mean CRCT reading and mathematics scale scores. In fact, the coteaching group tended to have statistically significantly higher performances when compared to the pull-out group and the combined group. |
