re roughly similar to one another on all measures.
On the other hand, Sabournie (1994), in an examination of seventh and eighth grade students attending middle schools in the southeast, did not finding positive effects of inclusion. Specifically, in the author's assessment of these students, LD students were consistently observed to be lonelier than non-LD students and to participate far less in school activities. Further, LD students perceived themselves as less integrated into their school and more frequently victimized than did non-LD students.
Little (1993) offers an interesting explanation of the
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