ERIC Number: EJ1003649
Record Type: Journal
Publication Date: 2013-Mar
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-8250
EISSN: N/A
The Impact of Including Children with Intellectual Disability in General Education Classrooms on the Academic Achievement of Their Low-, Average-, and High-Achieving Peers
Sermier Dessemontet, Rachel; Bless, Gerard
Journal of Intellectual & Developmental Disability, v38 n1 p23-30 Mar 2013
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.)
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Grant or Contract Numbers: N/A