The overwhelming response was that students felt uncomfortable stepping in to stop bulling against LD students without the guidance of their teacher. If the teacher would step in when turmoil arises, issues may be addressed and resolved a lot earlier and quicker. This study is helpful in addressing factors that may make results of the students in my study different based on factors not controlled in the study (Nowicki & Brown, 2007).
Behavioral Support.
Parents play a key role in the lives on their children. Children with learning disabilities need extra attention when it comes to homework, and general learning outside of the classroom. This study used the parents and teachers and behavioral models in order to see whether just teacher intervention, parent intervention, or both combined made the most impact on the educational growth of a child. This study is important because it shows that lessons and assistance from both parents outside of school and teachers in the school are important to a child's mental development. The child's ability to learn is not based solely on the parent-teacher intervention, but it does aid in the progress that the child makes throughout the course of the school year whether in an inclusive classroom or not (Colton, 1999).
Effects of Inclusion on Social Function.
It is known that in many cases, LD students struggle with social interactions with their peers. Partially as a result of them being pulled out of the classroom at various times, general students do not spend as much time with them as they do the rest of their classmates. This study shows that whether the student was fully included in the class or had to be pulled out, the amount that their classmates liked them did not seem to change much. When asked about why they thought that was, their response was that they did not have much in common with the students and they did not interact with them much in class because they were always behind in their work, or working with the aid.