The Impact of Inclusion on Language Development and Social Competerne among Preschoolers with Disabilities

Rafferty, Yvonne; Piscitelli, Vincenza; Boettcher, Caroline

doi:10.1177/001440290306900405

Cited by 82 publications

(59 citation statements)

References 24 publications

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“…A small number of studies have considered the link between inclusivity and key child outcomes, such as academic achievement or social skills. Most of these studies focus on younger children [3][4][5][6][7][8] ; fewer have assessed the experiences of adolescents. 9,10 (For a review of this literature, see Ferraioli and Harris.…”

Section: Discussionmentioning

confidence: 99%

Is Inclusivity an Indicator of Quality of Care for Children With Autism in Special Education?

Foster

Pearson

2012

Pediatrics

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OBJECTIVE: To determine whether the proportion of time spent in an inclusive educational setting, a process indicator of the quality of schooling for children with autism, improves key outcomes. METHODS:Patients were 484 children and youth educated in special education with a primary diagnosis of autism in the National Longitudinal Transition Study-2. These individuals were ages 20 to 23 in 2007. We used propensity-score inverse probability of treatment weights to eliminate the effect of multiple confounders. A causal interpretation of the effect of inclusivity on key educational and functional outcomes still depends on a critical assumption, that inclusivity is not confounded by remaining, omitted confounders. RESULTS:Compared with children with autism who were not educated in an inclusive setting (n = 215), children with autism who spent 75% to 100% of their time in a general education classroom (n = 82) were no more likely to attend college (P = .40), not drop out of high school (P = .24), or have an improved functional cognitive score (P = .99) after controlling for key confounders. CONCLUSIONS:We find no systematic indication that the level of inclusivity improves key future outcomes. Research on educational and functional outcomes for children with autism can benefit from data on large samples of children educated in real-world settings, such as the National Longitudinal Transition Study-2, but more nuanced indicators should be developed to measure the quality of special education for children with autism. Pediatrics 2012;130:S179-S185

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Section: Discussionmentioning

confidence: 99%

Is Inclusivity an Indicator of Quality of Care for Children With Autism in Special Education?

Foster

Pearson

2012

Pediatrics

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“…Since then, several studies have examined the effectiveness of inclusive education on academic achievement and focused on several indicators of socio-emotional and behavioral functioning such as the self-concept, social skills, peer relationships, social status, and problem behaviors of SEN students. A number of studies have reported that inclusive education yielded positive outcomes for SEN students in terms of communication skills, social skills, and behavior (For a review, see Katz & Mirenda, 2002; see also Rafferty, Piscitelli, & Boettcher, 2003). However, other studies have indicated that inclusive education was not effective in obtaining positive outcomes for SEN students (Freeman & Alkin, 2000;Gresham & McMillian, 1997).…”

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confidence: 99%

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

Kucukera

Tekinarslan²

2015

EDUC SCI-THEOR PRACT

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Research areas: early childhood special education, family education, family counseling in special education, social acceptance, socio-emotional, and behavioral functioning of children with special needs. Email: skucuker@pau.edu.tr b Assoc. Prof. Ilknur Cifci Tekinarslan (PhD), Department of Special Education, Faculty of Education, Abant Izzet Baysal University, Golkoy, Bolu 14280 Turkey Email: ilknur_cifci@hotmail.com Abstract This study examines whether the self-concepts, social skills, problem behaviors, and loneliness levels of students with special educational needs (SEN) in inclusive elementary classrooms differ from those of students without special educational needs (non-SEN). This study also aimed to identify the roles of self-concept, social skills, and problem behaviors in predicting the loneliness levels of SEN students. The study group comprised 272 students (4 th and 5 th graders) attending inclusive elementary classrooms. A total of 140 were SEN and 132 were non-SEN students. The Social Skills and the Problem Behaviors Scales of the Social Skills Rating System-Teacher Form (SSRS-TF), the Children's Loneliness Scale (CLS), and the Piers-Harris Children's Self-Concept Scale (PHCSCS) were used as data collection tools. The findings showed that the self-concepts, social skills, problem behaviors, and loneliness levels of the SEN students were significantly different than those of the non-SEN students. It was also found that self-concept and social skills were significant predictors of the loneliness levels of SEN students. The findings were discussed regarding the related literature and the inclusive practices in Turkey.

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“…Inclusion in general education provides students with disabilities access to both academic and social opportunities that are generally not available in segregated settings (Downing & Eichinger, 2008). The general education classroom offers students with disabilities access to the core curriculum (Soukup, Wehmeyer, Bashinski, & Bovaird, 2007), greater opportunities for growth in communication and social interaction (Rafferty, Piscitelli, & Boettcher, 2003), and the benefit of typically developing peers modeling age-appropriate behavior (Carter & Kennedy, 2006). Further, research has shown that students without disabilities benefit from the inclusion of students with disabilities in their classes as well (Downing & Peckham-Hardin, 2007;Katz & Mirenda, 2002).…”

Section: Rationale For Inclusive Catholic Educationmentioning

confidence: 99%

Students with Developmental Disabilities in Catholic Schools: Examples in Primary and Secondary Settings

Burke¹,

Griffin²

2016

JOCE

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The Impact of Inclusion on Language Development and Social Competerne among Preschoolers with Disabilities

Cited by 82 publications

References 24 publications

Is Inclusivity an Indicator of Quality of Care for Children With Autism in Special Education?

Is Inclusivity an Indicator of Quality of Care for Children With Autism in Special Education?

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

Students with Developmental Disabilities in Catholic Schools: Examples in Primary and Secondary Settings

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