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Centering Students with Learning Disabilities in Intervention Research: Implications for Educational Theory.
Philip Capin1, Sharon Vaughn2, Colby Hall3
1Harvard Graduate School of Education, Harvard University.
Educational Psychologist
|August 29, 2025
Summary
Inclusive instructional programs significantly improved reading outcomes for students with and without learning disabilities (LD) in general education settings. This research offers insights into effective educational psychology interventions for diverse learners.
Area of Science:
- Educational Psychology
- Special Education
- Inclusive Education
Background:
- Increasing inclusion of students with learning disabilities (LD) in general education settings.
- Need for evidence-based, class-wide instructional strategies.
- Limited research on the impact of inclusive approaches on diverse learners' reading development.
Purpose of the Study:
- Investigate the impact of class-wide instructional approaches for students with and without LD.
- Develop and test inclusive instructional programs.
- Advance research and practice in educational psychology for supporting reading development in inclusive settings.
Main Methods:
- Development and testing of two class-wide, inclusive instructional programs.
- Focus on reading outcomes for students with and without disabilities.
- Analysis of program impact on student performance and educational theories.
Main Results:
- Developed and tested inclusive instructional programs.
- Observed meaningful impacts on reading outcomes for students with and without disabilities.
- Influenced existing educational theories regarding inclusive practices.
Conclusions:
- Class-wide inclusive instructional programs can yield significant reading gains for all students.
- Further rigorous intervention research is needed to optimize support for students with LD in inclusive classrooms.
- Recommendations provided for advancing educational psychology research in this area.
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