Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis |
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| Institution: | 1. Counseling & Special Education Department, College of Educational Sciences, The University of Jordan, Amman, Jordan;2. Department of Child Education, Queen Rania Faculty of Childhood, The Hashemite University, Zarqa, Jordan;1. Whitman College, Walla Walla, WA, USA;2. Vanderbilt University, Nashville, TN, USA;1. Wolfson Centre for Age-Related Diseases, King''s College London, London, UK;2. Department of Psychology, University of Western Ontario, Ontario, Canada;3. The Division of Brain Sciences, Imperial College London, London, UK;4. Manta Software Ltd, Cambridge, UK;5. Diabetes UK, Macleod House, London, UK;6. Institute of Brain, Behaviour and Mental Health, University of Manchester, Manchester, UK;7. Institute of Psychiatry, King''s College London, London, UK;8. Centre for Statistics in Medicine, University of Oxford, Oxford, UK |
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| Abstract: | This article presents a meta-analysis that attempts to establish how the presence of students with special educational needs in the classroom impacts students without special educational needs. We meta-analyzed 47 studies that met the inclusion criteria, covering a total sample of almost 4 800 000 students. The overall effect was positive and statistically significant but weak, d = 0.12 (95% CI: 0.02, 0.23). A number of moderators, including the country of study, the manner of implementation (intervention studies versus regular school practice), the educational team composition, the level and type of disorders in students with special educational needs, and finally educational stage were examined. We discuss the findings in terms of assumptions and controversies surrounding the very concept of inclusive education. |
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| Keywords: | Inclusive education Academic achievement Students without special educational needs Meta-analysis |
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