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This paper presents a comparative analysis of the real and perceived effectiveness of two education models (inclusion and special education) for students with learning disabilities (LD). The results revealed no significant difference between the two models in terms of target population, objectives, and attributed resources. Significant differences were observed in the effects on students’ performance, as the inclusion model was shown to be globally more effective compared to the special education model. The analysis of the teachers’ perceptions of effectiveness shows that this depends upon three points of view (regular teaching, special education, and student-focused education). The teachers of the two models each believe their own to be effective.

Assessment of the Real and Perceived Effectiveness of Two Educational Models for Students with Learning Disabilities