Academic Behavior and Grades of Mainstreamed Students with Mild Disabilities

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Abstract
This study examined the relationship between the classroom behaviors and final grades of mainstreamed students with mild disabilities in three urban schools in Grades 3–9. Significant correlations were found for all academic behaviors except attendance and homework at the elementary level and written work at the junior high level. In addition, significant differences in reading scores were found between mainstreamed and regular elementary school students. Findings indicate that mainstreamed students with mild disabilities may participate in academic lessons as well or nearly as well as their peers without disabilities.