Two studies compared the inclusion only, pull-out only, and combined services models for elementary students with mild disabilities, using a survey of 80 teachers and comparison of reading improvement in 240 students in the 3 models. Teacher satisfaction and student progress in reading were significantly greater for the combined services model.…

This study compared the self-concepts of secondary students in either a segregated (institutional), congregated, or mainstream resource program setting. Results suggested academic advantages in attending resource programs and social advantages in segregated settings. Integrated deaf students had better self-perceptions of reading ability than…

This study compared the literal and inferential comprehension abilities for textual, functional, and recreational text genres of 195 students who were deaf or hard of hearing. Literal comprehension exceeded inferential comprehension for males but not females. Educational setting (special class, resource room, or fully mainstreamed) influenced…