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- Kids with special education needs who are in inclusive classes are absent less often. They develop stronger skills in reading and math. They’re also more likely to have jobs and pursue education after high school. The same research shows that their peers benefit, too. They’re more comfortable with and more tolerant of differences.
www.understood.org/en/articles/4-benefits-of-inclusive-classrooms
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education is educating students with disabilities in general education classrooms with their peers without disabilities. If inclusive education is spreading, research needs to investigate the effects of inclusion not only for students with special needs but also for typically developing students.
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May 26, 2021 · Over the past 45 years, there has been a dramatic increase in the fraction of students receiving special education (SE) services in public schools. Currently, over 13% of U.S. public school...
Oct 12, 2018 · Model fit results of the estimated effects of special education on academic performance and task motivation adjusted for the propensity for special education – without and with adjustment for all time-invariant confounders.
- Marianne Nilsen Kvande, Oda Bjørklund, Stian Lydersen, Jay Belsky, Lars Wichstrøm
- 2019
This article explores its significance, benefits, and challenges, and offers strategies like teacher training and assistive technologies to create accessible learning environments. Learn how integration fosters acceptance, enriches learning, and improves academic outcomes for all students.
Considering the rapid global movement towards inclusion for students with special educational needs (SEN), there is a surprising lack of pedagogical or didactic theories regarding the ways in which inclusive education may affect students with SEN.
Jan 12, 2021 · In the 40-plus years since the Individuals with Disabilities Education Act, special education has grown in the number of students and amount spent on services. Despite this growth, academic performance of students with disabilities remains troublingly low compared to general education students.
Interviews with four teachers revealed insights on mutual learning between the two groups of students, the challenges to making inclusion work effectively, and the social, emotional, and behavioral development that occurs for all students within an inclusive, mainstream classroom.
