Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter?

Grzegorz Szumski, Joanna Smogorzewska and Paweł Grygiel

PLOS ONE, 2022, vol. 17, issue 7, 1-19

Abstract: The main aim of the study, conducted in Poland, was to compare the academic achievement of 1552 (at Time 1) students without disabilities in three educational settings: general, without students with disabilities, inclusive (with co-teaching), with three to five students with disabilities, and inclusive (without co-teaching), with one to two students with disabilities. The study was longitudinal, with three waves eight months apart. The latent growth curve model was used for data analysis. The results have shown that changes in academic achievement (for language and for mathematics) over time were similar in all three groups; therefore, there were no differences between inclusive education (of the two types) and general education classrooms. These results mean that students neither lose nor benefit while learning in inclusive education classrooms. The findings are in line with the results of previous meta-analyses and are important for the future development of inclusive education.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0270124 (text/html)
https://journals.plos.org/plosone/article/file?id= ... 70124&type=printable (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0270124

DOI: 10.1371/journal.pone.0270124

Access Statistics for this article

More articles in PLOS ONE from Public Library of Science
Bibliographic data for series maintained by plosone ().