Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis

Abstract

This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students. We found a significant small to medium positive effect for cognitive outcomes of students with general learning difficulties in inclusive versus segregated settings ( d = 0.35) and no effect on psychosocial outcomes ( d = 0.00). Students without general learning difficulties did not differ cognitively ( d = −0.14) or psychosocially ( d = 0.06) from their counterparts in segregated settings. We examined several moderators (e.g., design, diagnosis, type of outcome). We discuss possible selection effects as well as implications for future research and practice.

Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter?

“…Importantly, it agrees with the results from a meta-analysis of studies of mixed designs, which showed that typically developing students in European school systems do not benefit from learning in inclusive classrooms [ 3 ]. It is also in line with the results of the latest meta-analysis, which showed that according to longitudinal studies, the inclusion in classrooms of students with generalised difficulties in learning had no significant impact on the academic progress of their peers without such difficulties [ 70 ]. It is also important to notice that this meta-analysis showed a significant difference in the extent of the effect in longitudinal and cross-sectional studies–the latter showed a weak negative effect of inclusive education on the academic achievement of typically developing students [ 70 ].…”

“…It is also in line with the results of the latest meta-analysis, which showed that according to longitudinal studies, the inclusion in classrooms of students with generalised difficulties in learning had no significant impact on the academic progress of their peers without such difficulties [ 70 ]. It is also important to notice that this meta-analysis showed a significant difference in the extent of the effect in longitudinal and cross-sectional studies–the latter showed a weak negative effect of inclusive education on the academic achievement of typically developing students [ 70 ]. Although the relationship between study design and results is difficult to explain, it shows a need to conduct more longitudinal research, as it is more reliable for the assessment of the importance of inclusive education for the academic achievement of typically developing students.…”

“…Secondly, most of these studies concerned preschool and elementary school children, and not secondary school students. Previous research points out that at lower education levels inclusive education is more effective than among older students [ 3 , 70 ]. Thirdly, in many studies included in the meta-analysis of Murawski and Swanson [ 73 ], grades were used as a measure of achievement, which can bring different results from using the results of achievement tests.…”

Interventions for acceptance and inclusion of people with intellectual disability: A systematic review

“…Properly organised inclusion offers an optimal educational environment for the personality development of children, students with intellectual disabilities and members of the host community. Numerous research findings confirm the positive impact of inclusive education on cognitive (Krämer et al, 2021) and social development (Rafferty et al, 2003), the social competencies, and affective factors which support learning (De Bruin, 2020).…”

Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion

“…Therefore, students’ performances in specific curriculum-related domains could be assessed to check whether inclusive teaching approaches such as differentiated instruction, are successful considering outcome-oriented evaluation ( Deunk et al, 2018 ). The literature regarding SEN students’ academic achievements has shown that compared to when they are segregated into special classes or schools, they achieve better academic performances when they are allowed to integrate into regular classrooms ( Krämer et al, 2021 ). The academic performances of non-SEN students in inclusive classes are at the least similar to the academic outcomes of non-SEN students in regular classes ( Ruijs and Peetsma, 2009 ; Ruijs et al, 2010 ; Dessemontet and Bless, 2013 ; Dell’Anna et al, 2021 ).…”