Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis

Szumski, Grzegorz; Smogorzewska, Joanna; Karwowski, Maciej

doi:10.1016/j.edurev.2017.02.004

Cited by 134 publications

(102 citation statements)

References 113 publications

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“…Theoretically, then, there would be very small positive, as well as negative, effect found on the standard achievement of students without SEN. Because of diminishingly small effect sizes, though, no practical implications can be expected, no matter in which direction. These results are comparable with the results of a recent meta-analysis of Szumski, Smogorzewska, and Karwowski (2017) which analysed 47 studies on the effectiveness of inclusive education for students without SEN. These authors found a positive, but very weak (d = .12) effect on the academic achievement of students without SEN in inclusive settings.…”

Section: Discussionsupporting

confidence: 87%

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Krammer

Gasteiger‐Klicpera

Holzinger

et al. 2019

International Journal of Inclusive Education

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This article investigates the relationship between the achievement level of students in classes and the presence of students identified as having special needs in inclusive settings. In particular, it examines whether the presence of students with special educational needs in inclusive classrooms has an effect on the national mathematics standards achievement of their fellow students. In order to do so, the national standard scores of approximately 75,000 fourth graders in mathematics were used as dependent variable in multi-level regression modelling. As independent variables at class level the number of students with special needs and at the individual level socioeconomic , cultural and ethnic background variables were used together with gender and age. Results show only a very small effect of the presence of students with special needs on the national mathematics standard scores of their classmates. The effect can be either positive or negative depending on further class conditions.

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Section: Discussionsupporting

confidence: 87%

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Krammer

Gasteiger‐Klicpera

Holzinger

et al. 2019

International Journal of Inclusive Education

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“…Students without disabilities reported being happier and had a more positive outlook on the classroom when they were aware of the inclusiveness of the setting (Dupuis et al, 2006). Given the nature of the inclusive classroom, where teachers must direct more attention at times to those with disabilities, among other things, researchers hypothesized students without disabilities would have negative attitudes (Szumski, Smogorzewska, & Karwowski, 2017). However, Dupuis et al (2006) found that the more students without disabilities understood about the environment the less likely they would be affected by any potential inconveniences that an inclusive setting might present.…”

Section: Benefits Of Inclusionmentioning

confidence: 99%

“…The benefits of inclusion are extensive, but there are also some noted negative effects the inclusionary model presents. One example mentioned by Szumski et al (2017) is that some students with disabilities have externalizing behaviors that can cause disruptions in the classroom and disengage others from the lesson. These disruptions require teacher intervention, which contributes to decreased instructional time.…”

Section: Negatives Of Inclusionmentioning

confidence: 99%

“…These disruptions require teacher intervention, which contributes to decreased instructional time. Szumski et al (2017) also note that students with disabilities may need additional direct instruction from the teacher, which in turn leads to less time teaching other students. Instructional time is critical to student learning, but arguably more so is preparation time.…”

Section: Negatives Of Inclusionmentioning

confidence: 99%

“…With teachers needing to differentiate and adapt the curriculum for individual student needs, their workload clearly increases. If a teacher is presented with a large percentage of students with disabilities in a classroom, it can cause increased stress on the general education teacher and lead to less work engagement (Szumski et al, 2017).…”

Section: Negatives Of Inclusionmentioning

confidence: 99%

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Student Perspective on Accessing Accommodations in the General Education Classroom

Long¹

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According to the Individuals with Disabilities Education Act (IDEA), students with disabilities are to be provided accommodations that allow them to access the curriculum in inclusionary classroom. Research shows that many general education teachers are not properly trained in supporting students with disabilities, are provided with limited time and resources to plan differentiated curriculum, and in turn develop poor teacher efficacy and a negative attitude towards the inclusion setting. These challenges indicate that some students may not be accessing the general education curriculum. The limitation with current research is that it fails to gain the student perspective on their ability to access the curriculum in light of these challenges. My research aims to explore the challenges and successes students have experienced as they attempt to access accommodations in their general education classrooms. I employed a qualitative approach, and held both a student focus group with high school students and interviews with successful general education teachers in hopes of identifying the qualities of, and what could be, an effective inclusionary classroom. The findings of my research indicate that students are capable of accessing their accommodations and the attitude of the teacher and their acknowledgement/approval of students accessing IEP accommodations can act as either a wall or a gateway for student self-advocacy. With an open communication channel and a welcoming attitude from the general education teacher, students can help ease the challenges associated with the inclusionary classroom.iv

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Dispersion of Student Achievement and Classroom Composition

Rjosk

2022

Springer International Handbooks of Education

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Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis

Cited by 134 publications

References 113 publications

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Student Perspective on Accessing Accommodations in the General Education Classroom

Dispersion of Student Achievement and Classroom Composition

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