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Mainstream Experiences for Learning Disabled students (Project MELD): preliminary report.

N Zigmond1, J Baker

  • 1University of Pittsburgh.

Exceptional Children
|October 1, 1990
PubMed
Summary

The Mainstream Experiences for the Learning Disabled (MELD) model showed students with learning disabilities adjusted well behaviorally in mainstream classes. However, academic progress did not significantly improve, indicating a need for changes in teaching strategies.

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Area of Science:

  • Special Education
  • Inclusionary Practices
  • Learning Disabilities

Background:

  • The Mainstream Experiences for the Learning Disabled (MELD) model was designed to integrate students with learning disabilities into general education classrooms.
  • This study evaluated the initial implementation of the MELD model in an urban elementary school setting.

Purpose of the Study:

  • To assess the adjustment and academic progress of 13 students with learning disabilities during the first year of MELD implementation.
  • To identify factors influencing the success of students with learning disabilities in mainstream educational environments.

Main Methods:

  • The study involved 1 year of planning and 1 year of implementation of the MELD model.
  • Data collection included observational data and school adjustment metrics for 13 students with learning disabilities.

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Main Results:

  • Students with learning disabilities demonstrated positive school adjustment, including regular attendance and minimal behavioral issues.
  • Despite increased on-task behavior in math and more time with text materials in reading, students showed no significant academic gains in reading or math.
  • Students earned lower grades during the implementation year compared to previous performance.

Conclusions:

  • The MELD model facilitated better adjustment for students with learning disabilities in mainstream settings.
  • Significant academic improvement for students with learning disabilities in the mainstream requires modifications to traditional teaching practices beyond the MELD model's initial implementation.
  • Continued 'business as usual' teaching approaches by mainstream teachers may hinder the success of students with learning disabilities.