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ERIC Number: EJ1003649
Record Type: Journal
Publication Date: 2013-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1366-8250
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.)
Informa Healthcare. Telephone House, 69-77 Paul Street, London, EC2A 4LQ, UK. Tel: 800-354-1420; e-mail: healthcare.enquiries@informa.com; Web site: http://informahealthcare.com/action/showJournals
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