This study reports on an investigation of the differences in results between students with special educational needs assigned to special classes or regular classes in lower secondary education. Cognitive competencies were measured using curricular Finnish and mathematics tasks, school achievement using grade point average (GPA), and learning…

The literature dealing with the inclusion of children with autism spectrum disorder (ASD) in mainstream schools has increased over recent years, propelled by the argument that it will improve the quality of life, educational performance and social development of "included" children. This area of research is currently an important one for…

Gender differences in autism spectrum disorder (ASD) symptoms and associated problem behaviours over development may provide clues regarding why more males than females are diagnosed with ASD. Fifty-six high-functioning children with ASD, and 44 typically developing controls, half of the participants female, were assessed at baseline (aged…

General education placement of students with autism spectrum disorders (ASD) has increased at a rate faster than all other disability categories combined. As more children are diagnosed with ASD and expected to meet the same academic standards as their neurotypical peers, there is a demand for effective educational strategies. Using a…

The current study examined the impact of school placement in mainstream or special settings on the behavioural functioning of children with Autism Spectrum Disorders (ASD). Children were assessed at the start of the school year and then again at the end of the school year using the Strengths and Difficulties Questionnaire and the Vineland Adaptive…

Japan faces an educational challenge even after the start of a new special education system (Tokubetsushienkyouiku). This article addresses the legal framework of the special education system in Japan and analyzes the issues needed to be addressed to reinforce the inclusion of children with disabilities in public regular school settings. The…

Special education placements for more than 69,000 preschoolers with disabilities were examined within and across five southern states. Data were gathered from the 2007 December 1st Child Count reported to the U.S. Department of Education. All states examined offered state-funded prekindergarten programs. Analyses compared disproportionate…

The rising incidence of autism and placement in general education necessitates a greater understanding of the impact of educational placement on academic achievement for adolescents with autism. In the present study, the academic profiles of adolescents with autism who have been educated in inclusive and self-contained settings are described using…

In order to better understand academic achievement among deaf and hard-of-hearing students in different educational placements, an exploratory study examined the experiences of postsecondary students enrolled in mainstream programs (with hearing students) versus separate programs (without hearing students) at the same institution. The Course…

Despite the trend toward inclusive education for all students, there is little research that focuses on the academic achievement of students with specific learning disabilities (SLD) and other health impairments (OHI) in inclusive classrooms. The purpose of this nonexperimental quantitative study was to analyze and compare the academic achievement…

This study was conducted with school personnel in Yun-Lin County, a rural school district of Taiwan, to identify and compare the attitudes of school administrators, regular education teachers, and special education teachers toward the inclusion of students with disabilities in the regular classroom and to identify the extent to which inclusion is…

This study compared the school performance of a sample of slow learners who qualified for special education as learning disabled with a sample of slow learners who did not qualify for special education. The intent of the study was to determine which group of slow learners was more successful in school in order to know if special education or…

Reviews literature on the benefits to emotionally disturbed children of mainstreaming versus special class placement. Findings are inconclusive. (SJL)

Comparison of the efficacy of integrating 41 elementary school students with moderate mental retardation into either regular classes, a special class with a community-based program, or a special class with a traditional developmental program found that, after 2 years, no single program was superior to the other 2. (Author/DB)

A survey of 39 West Virginia teachers of the severely handicapped found that 33% of placements were in segregated schools, 33% were in separate sites associated with regular education facilities, and 33% were within regular education locations. Of these only 25% were located in age appropriate facilities. (Author/DB)