Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4938388 | Educational Research Review | 2017 | 69 Pages |
Abstract
This article presents a meta-analysis that attempts to establish how the presence of students with special educational needs in the classroom impacts students without special educational needs. We meta-analyzed 47 studies that met the inclusion criteria, covering a total sample of almost 4 800 000 students. The overall effect was positive and statistically significant but weak, d = 0.12 (95% CI: 0.02, 0.23). A number of moderators, including the country of study, the manner of implementation (intervention studies versus regular school practice), the educational team composition, the level and type of disorders in students with special educational needs, and finally educational stage were examined. We discuss the findings in terms of assumptions and controversies surrounding the very concept of inclusive education.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Grzegorz Szumski, Joanna Smogorzewska, Maciej Karwowski,