Causal Effects of Inclusion on Postsecondary Education Outcomes of Individuals With High-Incidence Disabilities

Rojewski, Jay W.; Lee, In Heok; Gregg, Noël

doi:10.1177/1044207313505648

Cited by 67 publications

(53 citation statements)

References 44 publications

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“…The purpose of this involvement is to increase the individual’s socialisation and academic skills (Charley, 2016). Several studies have demonstrated that children with Down syndrome who are involved in partially mainstream settings thrive better academically and socially in comparison with students with Down syndrome who are not included in mainstream settings (Buckley, Bird and Sacks et al, 2006; Rojewski, Lee and Gregg, 2015; Schwab, Huber and Gebhardt, 2016). This is because children with Down syndrome are given the opportunity to learn social and academic skills from their nondisabled peers.…”

Section: Introductionmentioning

confidence: 99%

Teachers' perceptions towards inclusive education programs for children with Down syndrome

Bills

Mills

2020

Research in Spec Educ Needs

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Inclusion education is being implemented all across the world for children with special needs. Specifically, children who have Down syndrome are a population that is beginning to have more inclusive education experiences in their k‐12 schooling. Although children with Down syndrome are being included in mainstream classroom settings, studies indicate the perceptions teachers have towards children with Down syndrome in inclusive settings have a significant impact on the child's success,thus emphasising the importance to study the perceptions teachers have towards inclusive programmes for children with Down syndrome. This review of literature analyses 11 studies conducted across the world in order to provide an overview of the overall perceptions teachers have towards inclusion programmes for children with Down syndrome. The results of the 11 studies detail specific reasons for these varied perceptions. Implications for education practice concerning the perceptions teachers have towards children with Down syndrome are also discussed.

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Section: Introductionmentioning

confidence: 99%

Teachers' perceptions towards inclusive education programs for children with Down syndrome

Bills

Mills

2020

Research in Spec Educ Needs

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“…One such country is Saudi Arabia, which is the focus of this study. Many special education studies have found great advantages of inclusive education for students with and without special needs (Rojewski, Lee, & Gregg, 2015;Cole, Watdron, & Majd, 2004;Westling & Fox, 2009). Also, more inclusive education will reflect our inclusive lives that exist in our families and communities (Kurth & Gross, 2015).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Educational Administers’ Support for Inclusive Education

Asiri¹

2020

JEL

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This paper investigates the perceptions of teachers in Saudi Arabia About educational administers’ support of inclusive education. The goal of this study is to provide a baseline of information for the ministry of education to enhance their professional development plan for administers and teachers to adopting inclusive education for the purpose of increasing the number of students with disabilities in general education settings. The results in this study were almost converged between agreement and disagree with slightly more respondents agreeing that administrator support of inclusive education was present. The inferential results indicated a statistically significant difference between respondent degree area and recognition of administrator support of inclusive education. Significant differences occurred for both school and district administrators. Also, another statistical difference was found between respondent teaching grade and their recognition of administers’ support of inclusive education.

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“…Successful inclusion can foster a sense of community and connection for youth with disabilities. For in-school programs, where more research on outcomes is available, inclusive education is associated with greater enrollment in postsecondary education (Rojewski, Lee, & Gregg, 2015). For youth without disabilities, disability inclusion can provide a deeper understanding and appreciation of human diversity.…”

Section: Introductionmentioning

confidence: 99%

Disability Inclusion in 4-H: Aligned with the Mission, Stopped Short by Methods

Taylor-Winney

Giordono

Lesmeister

et al. 2018

JYD

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Quality out-of-school programs can significantly improve youth development outcomes. Youth with disabilities and special health care needs, who represent 19% of all youth, are less likely than their typically developing peers to participate in out-of-school activities. This qualitative study explored factors that influence the inclusion of youth with disabilities in one state’s 4-H program. Factors that facilitated inclusion were personal attitudes and subjective norms, but lack of knowledge and limited resources led to reactive problem solving rather than proactive, organizational planning. By identifying both the factors that facilitate inclusion and those that prevent it or are perceived as barriers, youth development professionals can target areas of focus to improve inclusion of youth with disabilities in 4-H and potentially other youth development programs.

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Causal Effects of Inclusion on Postsecondary Education Outcomes of Individuals With High-Incidence Disabilities

Cited by 67 publications

References 44 publications

Teachers' perceptions towards inclusive education programs for children with Down syndrome

Teachers' perceptions towards inclusive education programs for children with Down syndrome

Teachers’ Perceptions of Educational Administers’ Support for Inclusive Education

Disability Inclusion in 4-H: Aligned with the Mission, Stopped Short by Methods

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