Student achievement & learning in an inclusive classroom

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Student achievement & learning in an inclusive classroom

  1. 1. Student Achievement & Learning In An Inclusive Classroom <br />By Jessica Lynn, James Wiley, and Rachel Boire<br />
  2. 2. Student Achievement In Inclusive Settings <br />Examined if children with a developmental disorders improved academically after being enrolled in an inclusive classroom qnd if children without disabilities in inclusive classrooms perform better or worse than those in general education classrooms. <br />338 students participated :<br />14 with developmental disabilities.<br />324 without randomly assigned to either classroom setting,<br />Found that developmentally disabled students did significantly better in inclusive .<br />Found no differences between general education and inclusion when comparing those without disabilities. <br />McDonnell, J., Thorson, N., Disher, S., Mathot-Buckner, C., Mendel, J., & Ray, L. (2003)<br />
  3. 3. Student Achievement In Inclusive Settings <br />Examined if the placement of high school students with Specific Learning Disorders (SLD) in an inclusive classroom environment would be a factor in performance in math and reading.<br />42 male and 15 female high school students from the southeast United States participated.<br />Either had a reading or math disability.<br />Were placed in either an inclusive classroom or special education classroom.<br />Found only a significant difference (although small) in reading skills when student was enrolled in an inclusive classroom setting for literature.<br />Overall, no significant difference was found between the different settings. <br />Fore, C., III, Hagan-Burke, S., Burke, M. D., Boon, R. T., & Smith, S. (2008)<br />
  4. 4. Student Achievement In Inclusive Settings <br />Examined parent’s viewpoints of child’s social skills, academic achievement, and self-esteem while in an inclusive classroom. <br />42 students in the classroom.<br />12 students identified as exceptional.<br />Taught by a special education teacher and a general education teacher using the constructivist approach.<br />Sent home a survey to parents. <br />28 of the 42 surveys were returned<br />Parent’s comments included statements regarding:<br />One to one interactions<br />Developing socialization skills to deal with children with special needs<br />Preparing their child for life<br />Eagerness to learn<br />Improvement in self-esteem <br />Tichenor, M. S., Heins, B., & Piechura-Couture, K. (2000)<br />

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