Context Matters: Exploring relations between inclusion and reading achievement of students without disabilities

Gandhi, Allison Gruner

doi:10.1080/10349120601149797

Cited by 22 publications

(7 citation statements)

References 26 publications

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“…As regards the impact of the presence of companions with special educational needs on normal students, a systematic research carried out by EPPI 3 by comparing a number of investigations (Kalambouka et al 2005) excludes slowing effects, at least as regards the primary school. These findings, also confirmed in subsequent studies (Demeris et al, 2007;Gandhi, 2007;Ruijs et al, 2010), allow certainly affirming that the presence of children with special educational needs does not exert a negative effect on the academic and social results of the other subjects (Calvani, 2012).…”

Section: Which Results Have Been Obtained?supporting

confidence: 63%

Does the school inclusion really work?

Cottini

Morganti

2016

Education Sciences and Society

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This article aims to take stock of the research aimed to evaluate the inclusive processes, referring to investigations carried out both in Italy and in international contexts on issues that may have important repercussions on the current organization of the Italian school. Through four key questions (How are we working? Which results have been obtained? What gives the best results? Are more inclusive schools also more efficient?) the authors develop a reflection useful to provide application support for both those who work every day in the school and those who are called to make decisions on organizational policies, as fundamental to promote inclusive and oriented to the maximum educational success of all students schools.Keywordsevidence-based education; special education; inclusion; special educational needs; efficacy research

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Section: Which Results Have Been Obtained?supporting

confidence: 63%

Does the school inclusion really work?

Cottini

Morganti

2016

Education Sciences and Society

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“…The focus of a range of studies has been on students with disabilities (e.g., Marston, 1996;Rea, McLaughlin, & Walther-Thomas, 2002), students without disabilities (e.g., Gandhi, 2007), and students with and without disabilities (e.g., Waldron & McLeskey, 1998). The focus of a range of studies has been on students with disabilities (e.g., Marston, 1996;Rea, McLaughlin, & Walther-Thomas, 2002), students without disabilities (e.g., Gandhi, 2007), and students with and without disabilities (e.g., Waldron & McLeskey, 1998).…”

Section: Access To General Education Contexts and Achievementmentioning

confidence: 99%

“…Scholars have approached empirical research on the efficacy of educating students with disabilities in general education contexts from a variety of perspectives. The focus of a range of studies has been on students with disabilities (e.g., Marston, 1996;Rea, McLaughlin, & Walther-Thomas, 2002), students without disabilities (e.g., Gandhi, 2007), and students with and without disabilities (e.g., Waldron & McLeskey, 1998). Many of these studies examined aspects of student performance such as social skills (Fryxell & Kennedy, 1995;Vaughn, Moody, & Schumm, 1998) or academic achievement in reading, written language, or mathematics (e.g., Rea et al, 2002;Vaughn et al, 1998;Waldron & McLeskey, 1998).…”

Section: Access To General Education Contexts and Achievementmentioning

confidence: 99%

Does Access Matter? Time in General Education and Achievement for Students With Disabilities

Cosier

Causton‐Theoharis²,

Theoharis³

2013

Remedial and Special Education

103

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This study examined the relationship between hours in general education and achievement in reading and mathematics for students with disabilities. The study population included more than 1,300 students between the ages of 6 and 9 years old within 180 school districts. Hierarchical linear modeling (HLM) was utilized with the Pre-Elementary Education Longitudinal Study (PEELS) data set (Institute of Education Sciences). The relationship between hours in general education and achievement in reading and mathematics was explored while accounting for student-and district-level factors. Results suggest a strong positive relationship between the number of hours students spent in general education and achievement in mathematics and reading. Implications for policy and practice in special education are presented and discussed.

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“…Clearly, research examining inclusive education needs to look beyond this physical definition of inclusion. Gruner-Gandhi (2007) warns us that with different definitions, the impact or effectiveness of inclusive education might differ accordingly.…”

Section: Conceptual and Methodological Challenges Of Inclusive Educatmentioning

confidence: 97%

“…Inclusive education field needs more studies utilising mixed methods designs grounded in ecological investigations (Gruner-Gandhi 2007;Lindsay 2003Lindsay , 2007. Mixed-methods design involves using qualitative and quantitative approaches that are part of a broad research agenda to increase trustworthiness and to provide complementary information (Johnson and Christensen 2004;Johnson and Onwuegbuzie 2004;Mertens 2005;Newby 2010).…”

Section: Recommendations For Future Research In Inclusive Educationmentioning

confidence: 99%