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Webinar 8 | Inclusive Schools in America: Are They Providing an “Appropriate” Education to Students with Disabilities?

We conducted a longitudinal analysis of 2 national databases—one on school placement, the other on reading achievement. The placement data and reading data were collected in each of the same 9 years in an 18-year span. Our purpose was to see if the more time students with disabilities (SWD) spend in general classrooms the more strongly they read. Whereas trend lines indicated SWD spent more and more time in general classrooms, there was no corresponding positive change in their reading achievement. This suggested that inclusive placements did not strengthen reading performance for most SWD. We argue that this is likely because many require more intensive instruction than general classrooms can provide.


Douglas Fuchs, Ph.D.
Institute Fellow, American Institutes for Research
Research Professor, Vanderbilt University

Dr. Doug Fuchs is currently an Institute Fellow at the American Institutes for Research in Washington, DC and Research Professor in the Departments of Special Education, Psychology and Human Development, and Pediatrics (Medical School) at Vanderbilt University in Nashville, Tennessee. He has been a Director or Co-Director of 60 federal research grants and has authored or co-authored 500 peer-reviewed articles and book chapters. This scholarly activity has focused on children and youth with serious reading and math problems, on the causes of these problems, and on developing assessments and interventions that accelerate their academic progress. This work has been recognized by many professional organizations, including the American Educational Research Association, which, in 2014, gave Doug Fuchs and Lynn Fuchs its highest research award. Before becoming an academic, Fuchs was a classroom teacher and school psychologist. 

This webinar is part of the Distinguished Speaker Webinar Series on Special and Inclusive Education 2021-22. For more information visit https://www.unic.ac.cy/eduseries2021-22

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