The differential impact of inclusion and inclusive practices on high, average, and low achieving general education students

Karl D. Huber · Joseph G. Rosenfeld · Catherine A. Fiorello

75 citations0/0 files storedPsychology in the Schools

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Collaborative Teaching and Inclusion Inclusion and Disability in Education and Sport Inclusive Education and Diversity

Abstract

Abstract The effect that inclusion and inclusionary school practices have on the achievement scores of low, average, and high academically achieving general education students was investigated. Achievement scores for 477 general education students from grades 1 through 5 were sampled over 3 years. During the 2 years that inclusion and inclusive practices were implemented, students either received academic instruction with students with disabilities or only with peers without disabilities. Inclusive school practices (curricular changes and supports) had a differential effect, as low achieving general education students appeared to benefit academically, while higher achieving students lost ground. General education students' reading scores were not significantly affected by the presence of students with disabilities, while in math, the effect was mixed. © 2001 John Wiley & Sons, Inc.

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References

1982The Handbook of School Psychology 1983Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes 1992The eleventh mental measurements yearbook.1989The Tenth mental measurements yearbook 1993Success for All: Longitudinal Effects of a Restructuring Program for Inner-City Elementary Schools 1997ARE INCLUSIVE PROGRAMS FOR STUDENTS WITH MILD DISABILITIES EFFECTIVE? A COMPARATIVE REVIEW OF MODEL PROGRAMS 1995Special Education in Restructured Schools: Findings from Three Multi-Year Studies.1994Effects of Inclusion on the Academic Performance of Classmates Without Disabilities

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2021Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature 2007The Influence of Students with Special Needs Included in Grade-3 Classrooms on the Large-Scale Achievement Scores of Students without Special Needs 2009Inclusion in PK‐12: an international perspective 2020Mapping policy approaches and practices for the inclusion of students with special education needs

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