One Size Does Not Fit All--Inconsistent Effects of Inclusion on Learning and Psychosocial Adjustment of Children with Special Needs. Plain Language Summary. Education

Institution	Campbell Collaboration
Titel	One Size Does Not Fit All--Inconsistent Effects of Inclusion on Learning and Psychosocial Adjustment of Children with Special Needs. Plain Language Summary. Education
Quelle	(2022), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Needs Students; Elementary Secondary Education; Inclusion; Learning; Student Adjustment; Psychological Patterns; Social Influences; Academic Achievement; Outcomes of Education; Literacy; Mathematics Achievement; Language Acquisition; Foreign Countries; Mainstreaming; United States; United Kingdom; Netherlands; Switzerland; Finland; Germany; Czech Republic; Belgium; Denmark + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Inklusion; Lernen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sozialer Einfluss; Schulleistung; Lernleistung; Schulerfolg; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachaneignung; Spracherwerb; Ausland; USA; Großbritannien; Niederlande; Schweiz; Finnland; Deutschland; Tschechische Republik; Belgien; Dänemark
Abstract	This review aims to explore the effects of placing children with special needs in inclusive educational settings, compared with segregated placement on measures of academic achievement and psychosocial adjustment. A secondary aim is to explore how different child or setting characteristics (gender, age, type and severity of special need, part- or full-time inclusive education, and co-teaching) might moderate outcomes. The effects of placing children with special needs in grades K-12 into inclusive educational settings are inconsistent. Findings from this review suggest that, in general, inclusion neither increases nor decreases learning and psychosocial adjustment of children with special needs in the OECD countries. [This summary is based on "The Effects of Inclusion on Academic Achievement, Socioemotional Development and Wellbeing of Children with Special Educational Needs" (EJ1358852).] (ERIC).
Anmerkungen	Campbell Collaboration. P.O. Box 7004, St Olavs plass N-0130 Oslo, Norway. Tel: +47- 23-25-50-00; Fax: +47-23-25-50-10; e-mail: info@c2admin.org; Web site: https://campbellcollaboration.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01