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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
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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.

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.

Related Experiment Videos

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.