Count me in: Academic achievement and social outcomes of mainstreaming students with mild academic handicaps.

Madden, Nancy A.; Slavin, Robert E.

doi:10.1037/e447592004-001

Cited by 4 publications

(6 citation statements)

References 46 publications

(65 reference statements)

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“…Although a number of recent reviews provides evidence in support of mainstreaming (Carlberg & Kavale, 1980;Madden & Slavin, 1982;Leinhardt & Palley, 1982;Semmel et al, 1979), their positive findings for the most part reflect only academic outcomes for mainstreamed disabled students. The data from such reviews also tend to suggest that mainstreaming is effective only for students with certain special education classifications.…”

Section: Conclusion and Discussionmentioning

confidence: 87%

“…Similarly, Leinhardt and Palley (1982) concluded that placement of special education students in regular classes was more effective for high-IQ students and that placement in special education classes was more facilitative of the academic performance of low-IQ, educable mentally retarded students. In terms of the social outcomes of mainstreaming, findings from other studies generally indicate a negative impact (Heller, 1981;Meyers et al, 1980;Madden & Slavin, 1982).…”

Section: Conclusion and Discussionmentioning

confidence: 95%

“…In order to assess the adequacy and comprehensiveness of the literature search, the studies included in the review were checked against the references cited in six of the most recent review articles on the general topic of maimstreaming (Carlberg & Kavale, 1980;MacMillan, Meyers, & Morrison, 1980;Madden & Slavin, 1982;Ottensbacher & Cooper, 1984;Semmel, Gottlieb, & Robinson, 1979;Strain & Kerr, 1981). The results of this check indicated that the search for the data base included all the references cited in these major review articles that were related to comparing learning outcomes of disabled students in mainstreaming programs with those of students in segregated, special education classes.…”

Section: Final Sample Selectionmentioning

confidence: 99%

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Mainstreaming Programs: Design Features and Effects

Wang

Baker

1985

J Spec Educ

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The twofold goal of this study was to review and analyze the design features and efficacy of mainstreaming as an educational approach to serving disabled students. Based on a predetermined set of criteria, 11 empirical studies of the effects of mainstreaming published from 1975 through spring, 1984 were selected for analysis from a total pool of 264 studies. Meta-analysis was the technique used to perform a quantitative synthesis of findings from the studies.Among the notable findings was that mainstreamed disabled students consistently outperformed nonmainstreamed students with comparable special education classifications. In addition, selected design features found in the extant effective-teaching literature to be associated with programs designed to provide for student differences were also found to be features of mainstreaming programs that showed greater proportions of positive than of negative outcomes.The development and implementation of school learning environments that effectively meet the educational needs of disabled students has been a major topic of investigation since the advent of special education programs over a century ago. Most recently, enactment of the Education for All Handicapped Children Act of 1975 and, in particular, implementation of the law's &dquo;least restrictive environment&dquo; (LRE) mandate as a guiding principle for placing disabled students, have provided the impetus for a wave of intensified efforts to examine and compare the relative merits of serving disabled students in segregated or integrated educational settings.

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Section: Conclusion and Discussionmentioning

confidence: 87%

Section: Conclusion and Discussionmentioning

confidence: 95%

Section: Final Sample Selectionmentioning

confidence: 99%

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Mainstreaming Programs: Design Features and Effects

Wang

Baker

1985

J Spec Educ

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“…Researchers have noted that there are social and academic benefits of inclusive education for both the children with disabilities and their typically developing peers (Halvorsen & Sailor, 1990; Hunt & Goetz, 1997; Madden & Slavin, 1982; Peltier, 1997; Tapasak & Walther-Thomas, 1999). What is a little disconcerting in this current study is the perceived differences in the benefits for the two groups of children.…”

Section: Discussionmentioning

confidence: 99%

“…The implied perception of the initial public laws was that the purpose of mainstreaming was for the social benefit of the students with disabilities yet the promotion of partial or full inclusion seems more all encompassing. Benefits of inclusive education may be both social and academic (Hunt & Goetz, 1997; Madden & Slavin, 1982) and can exist for the students with disabilities as well as for their typically developing peers (Peltier, 1997; Tapasak & Walther-Thomas, 1999).…”

mentioning

confidence: 99%

University Students’ Perceptions of an Inclusive Music Production

Cassidy

Colwell

2011

Journal of Music Teacher Education

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A total of 130 undergraduate and graduate music education and music therapy students watched a videotape of elementary children with cerebral palsy (CP) and typical peers preparing and performing in a musical production. The focus of the video was on preparation for inclusion, inclusive interactions, and the performance. Four questions addressing inclusion that required written responses from participants were posed. Responses were categorized for comparisons. Results indicated no significant difference due to training (music therapy majors, music education majors with and without class discussions on inclusion; p > .05). All groups focused on social more than academic benefits for all children. Participants noted the following: benefit of being in a musical play for the children with CP, that children without CP benefited from exposure to information about the disability, that children with CP gained from interacting with typical peers and from making a new friend, and many of the techniques teachers used to prepare students for successful inclusion. More than a third were concerned that their future students would not accept children with disabilities in the classroom or that children with disabilities would be incapable. There is an apparent inability to make the transfer of using the identified teaching techniques to enable their own future efforts at inclusion to be successful.

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A longitudinal study of achievement trajectories: Factors associated with change.

Jimerson¹,

Egeland²,

Teo³

1999

Journal of Educational Psychology

173

112

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Using data from a longitudinal study of high-risk children (N = 174), the authors examined deflections from predicted achievement scores on the basis of the discrepancy of observed scores from an established regression line (from first to sixth grade and first grade to age 16 years). Years in special education and socioeconomic status (SES) were related to changes in math achievement between first and sixth grade, whereas SES, child behavior problems, and quality of home environment were related to deflections in achievement from first grade to age 16 years. The environmental factors, quality of home environment, parent involvement in the child's education, and SES were related to improved achievement across time. These results suggest that early school, family, home environment, and child factors are important predictors of academic achievement deflections in late elementary and high school.

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Count me in: Academic achievement and social outcomes of mainstreaming students with mild academic handicaps.

Cited by 4 publications

References 46 publications

Mainstreaming Programs: Design Features and Effects

Mainstreaming Programs: Design Features and Effects

University Students’ Perceptions of an Inclusive Music Production

A longitudinal study of achievement trajectories: Factors associated with change.

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