The Impact of Including Children with Intellectual Disability in General Education Classrooms on the Academic Achievement of Their Low-, Average-, and High-Achieving Peers

Autor/inn/en	Sermier Dessemontet, Rachel; Bless, Gerard
Titel	The Impact of Including Children with Intellectual Disability in General Education Classrooms on the Academic Achievement of Their Low-, Average-, and High-Achieving Peers
Quelle	In: Journal of Intellectual & Developmental Disability, 38 (2013) 1, S.23-30 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2012.757589
Schlagwörter	Academic Achievement; Mild Mental Retardation; Moderate Mental Retardation; Educational Needs; Inclusion; Mainstreaming; Regular and Special Education Relationship; Peer Influence; Low Achievement; High Achievement; Comparative Analysis; Foreign Countries; Classroom Environment; Elementary School Students; Switzerland + Suchen Sie Ihr Suchwort? Schulleistung; Educational need; Bildungsbedarf; Inklusion; Unterdurchschnittliche Leistung; Ausland; Klassenklima; Unterrichtsklima; Schweiz
Abstract	Background: This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability. Method: A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year. Results: No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion. Conclusions: The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10