Literaturnachweis - Detailanzeige
| Autor/in | Fletcher, Jason M. |
|---|---|
| Titel | The Effects of Inclusion on Classmates of Students with Special Needs: The Case of Serious Emotional Problems |
| Quelle | In: Education Finance and Policy, 4 (2009) 3, S.278-299 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1557-3060 |
| DOI | 10.1162/edfp.2009.4.3.278 |
| Schlagwörter | Inclusive Schools; Special Needs Students; Emotional Problems; Mathematics Achievement; Scores; Classroom Environment; Grade 1; Disadvantaged Schools; Achievement Gap |
| 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. (As Provided). |
| Anmerkungen | MIT Press. 238 Main Street Suite 500, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-577-1545; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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