This study investigates the academic outcomes of a special education student cohort in the state of Indiana placed in high and low inclusion settings. Student scores in these two settings from the Indiana State Test of Educational Progress (ISTEP+ English/Language Arts and math) were compared from fourth grade in 2014 through the eighth grade in 2018. Results of this study show that students with disabilities who spent 80% or more of their time in a general education inclusive classroom did significantly better in both reading and math assessment than their peers who spent more time in separate special education classrooms.

中文翻译：

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特殊教育安置与学生学业成绩的关系

这项研究调查了印第安纳州处于高和低包容性环境中的特殊教育学生群体的学术成果。我们比较了印第安纳州立教育进步测试（ISTEP +英语/语言艺术和数学）在这两种情况下的学生分数，分别从2014年的四年级到2018年的八年级。该研究的结果表明，花费80％的残疾学生在普通教育包含课堂中，他们有更多或更多的时间在阅读和数学评估方面要比在单独的特殊教育教室里花费更多时间的同龄人明显更好。