“…There is an online table showing Characteristics (including relevant outcomes such as reading and math scores) of children who maintained or lost access to typical peers (i.e., inclusion throughout (the ages 9–18) and transition from inclusion to special class somewhere between the age of 9 and 18, exact time not reported). The numbers are 26 and 30, thus there are 55 who remained in special education classes not included in the table.McPhillips, 2007 | |
Reason for exclusion | Case study of different schools, no effect study |
Nikolic, 2019 | |
Reason for exclusion | Serbia is not a member of OECD |
Nolan, 2020 | |
Reason for exclusion | Only schools are analysed, not students |
Ocque Karen, 2017 | |
Reason for exclusion | compares integrated cotaught (ICT) classrooms and with no ICT classrooms (regular class rooms for students without special needs) |
Olsson, 2017/09 | |
Reason for exclusion | Wrong outcome: The utilisation of habilitation services outside school |
Olsson, 2020/02 | |
Reason for exclusion | Wrong outcome: The utilisation of habilitation services outside school |
Pandey, 2018/01 | |
Reason for exclusion | India is not in the OECD |
Pant, 2016/01 | |
Reason for exclusion | India is not in the OECD |
Salgado, 2001 | |
Reason for exclusion | No effects of inclusion for special needs students, comparison is students without disabilities |
Savitz, 2005/03 | |
Reason for exclusion | Outcome is not relevant to the present review |
Saylor, 2017/01 | |
Reason for exclusion | No students are in special/segregated placement |
Schulte, 2004/06 | |
Reason for exclusion | The purpose of this study was to use school results on a large‐scale, high‐stakes reading test across several years to illustrate the complexities and issues involved in reporting school‐based special education outcomes. Test scores from six elementary schools in one school district in North Carolina were used to examine three different ways of reporting school‐based reading outcomes for students in special education in terms of their ability to provide meaningful, valid information about a school's functioning with students in special education: (a) percentage of students in special education r... |
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