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Direct linkDalgaard, Nina T.; Bondebjerg, Anja; Viinholt, Bjørn C. A.; Filges, Trine – Campbell Systematic Reviews, 2022
Background: 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. Group composition within the educational setting may play a role in determining the…
Descriptors: Inclusion, Students with Disabilities, Educational Environment, Academic Achievement
Peer reviewedMyers, James K. – Mental Retardation, 1976
Descriptors: Academic Achievement, Definitions, Exceptional Child Research, Mainstreaming
Download full textCollister, Larry – 1975
Twenty-seven mildly and moderately mentally handicapped special education graduates from a special school and 23 mildly and moderately mentally handicapped special education graduates from a mainstream school were interviewed to determine long range benefits of each program. Interviews 1 and 2 years after graduation were designed to measure…
Descriptors: Adults, Employment, Exceptional Child Research, Followup Studies
Martin, Helen E.; And Others – B. C. Journal of Special Education, 1988
A study compared the changes in students with moderate mental retardation in two school settings (segregated and semi-integrated) in intellectual development, adaptive behavior, receptive language, and academic achievement. While both groups gained in some areas, greater gains were found in the semi-integrated population. (MSE)
Descriptors: Academic Achievement, Elementary Education, Followup Studies, Intellectual Development
Myers, James K. – 1976
The effectiveness of the special school, special class, and regular class in the education of low IQ (49 to 70) and high IQ (71 to 85) educable mentally retarded pupils (n=120) (all between the ages of 7 and 12 years) was investigated. Effectiveness was determined by academic achievement, self concept, and social adjustment within school settings…
Descriptors: Academic Achievement, Elementary Education, Exceptional Child Research, Intelligence Differences
Riches, Vivienne; And Others – 1993
This report summarizes results obtained for the first cohort of students (n=98) with disabilities involved in the pilot Transition Project begun in 1989 in New South Wales (Australia). Students were in either special schools (56 percent), special classes in regular high schools (40 percent), or integrated regular settings (3.5 percent). Of the…
Descriptors: Curriculum, Disabilities, Education Work Relationship, Employment
Delcourt, Marcia A. B.; Evans, Karen – 1994
This report describes an extension of the Learning Outcomes Study (a nationwide longitudinal investigation of 1,010 students just entering programs for gifted learners in grades 2 and 3) to investigate excellence within each of the four program types considered: within-class programs, pull-out programs, separate classes, and special schools. The…
Descriptors: Academic Achievement, Delivery Systems, Demonstration Programs, Educational Quality
Delcourt, Marcia A. B.; And Others – 1994
The Learning Outcomes Study, a 2-year investigation, evaluated four popular types of grouping arrangements for gifted students in grades 2 and 3 in 14 collaborative school districts in 10 states. The study compared within-class, pull-out, separate class, and special school instructional arrangements. Study participants (N=1000) included students…
Descriptors: Academic Achievement, Delivery Systems, Gifted, Grouping (Instructional Purposes)
