Outcomes of Inclusive versus Separate Placements: A Matched Pairs Comparison Study

Autor/inn/en	Gee, Kathleen; Gonzalez, Mara; Cooper, Carrie
Titel	Outcomes of Inclusive versus Separate Placements: A Matched Pairs Comparison Study
Quelle	In: Research and Practice for Persons with Severe Disabilities, 45 (2020) 4, S.223-240 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gee, Kathleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796920943469
Schlagwörter	Students with Disabilities; Inclusion; Individualized Education Programs; Special Classes; Special Education; Program Effectiveness; Elementary Secondary Education; Learning Activities; Interpersonal Relationship; Communication Skills; Literacy; Reading Skills; Numeracy; Mathematics Skills; Interaction; Regular and Special Education Relationship; Student Participation; California + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Individualized education program; Individualisierendes Lernen; Special class; Sonderklasse; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernaktivität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kommunikationsstil; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interaktion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kalifornien
Abstract	This quasi-experimental study focused on 15 pairs of children with extensive support needs, matched across 12 characteristics based on their first complete Individual Education Program (IEP) in the school district. One child in each pair was included in general education for 80% or more of their day from their first IEP to the most current IEP at the time of the study. The other child in the pair was placed in a separate special education class, and was served there from the first IEP to the last IEP. All children were observed over a typical school day with time-sampling data collected on the types of activities, the contexts, and the types of engagement that occurred. In addition, outcome data from the first IEP to the most current IEP in the district were analyzed across three variables: communication levels, literacy levels, and numeracy levels. Results indicated that students in the general education classrooms had a significant, large effect size as compared with their pairs in separate classrooms on several variables. In addition, students in the general education classrooms demonstrated highly significant levels of progress as compared with the students in separate classrooms. Implications related to placement, disability characteristics, progress, and policy are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01