School of Education


Doctor of Philosophy in Education (PhD)


Jeffrey Savage


co-teaching, MAP, students with disabilities


Special Education and Teaching


The purpose of this quantitative, correlational study was to examine if the English instructional setting and special education disability predict the reading achievement of middle school students with disabilities. The findings of this study are useful in determining the effectiveness of inclusion in the English general education classroom for students with specific learning disability (SLD), attention-deficit hyperactivity disorder (ADHD), and speech and language impairment (SLI). The 116 participants of this study are middle school students enrolled in a public middle school in Georgia. All participants received special education services through the implementation of an Individual Education Plan (IEP). Archival data was used for data collection. A multiple regression analysis was used to analyze the relationships among two predictor variables and one criterion variable. The predictor variables were special education eligibility category and English instructional setting. The criterion variable was reading achievement measured by the Spring 2020 Measures of Academic Progress reading scores. The results of the study determined eligibility category and English instructional setting were not statistically significant predictors of MAP reading scores for SWDs. However, special education category was statistically significant in predicting reading RIT scores. Future research should expand the research to include general education students and SWDs who receive English instruction in the special education classroom.