 The Effects of Inclusion on Classmates of Students with Special Needs: The Case of Serious Emotional ProblemsEducation Finance and Policy, 2009, vol. 4, issue 3, 278-299 Abstract: In this article, I examine the current policy of full inclusion of children receiving special education services in regular education classrooms. Specifically, I focus on the policy's effects on the classmates of children with special needs, with a particular focus on classmates of students with serious emotional problems. Results suggest that students with a classmate with a serious emotional problem experience reductions in first-grade test scores, especially students in low-income schools. Results that attempt to capture sorting across and within schools using school-level fixed effects specifications are qualitatively similar. The magnitude of the reduction in mathematics achievement is approximately 30–60 percent of the size of the adjusted black-white achievement gap. Since nearly 10 percent of the student population has a classmate with a serious emotional problem, the aggregate effect on test scores of the policy of including these students is potentially quite large. © 2009 American Education Finance Association Keywords: special education; special needs students (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:tpr:edfpol:v:4:y:2009:i:3:p:278-299 Ordering information: This journal article can be ordered from Access Statistics for this article Education Finance and Policy is currently edited by Stephanie Riegg Cellini and Randall Reback More articles in Education Finance and Policy from MIT Press |
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