The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers

Dessemontet, Rachel Sermier; Bless, Gérard

doi:10.3109/13668250.2012.757589

Cited by 68 publications

(57 citation statements)

References 27 publications

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“…If school psychology, as a field, is committed to developing a cohort of professionals who can work within the educational system as well as across school, community, and work environments, graduate programs and professional development must place a greater emphasis on issues and knowledge associated with postschool options for young people with disabilities. For example, topics such as UDL and self‐determination have been shown to improve academic and functional outcomes of students with and without disabilities in the short‐ and long‐term (Canazza, & Foresti, ; Coyne, Pisha, Dalton, Zeph, & Smith, ; Dessemontet, & Bless, ; McGuire & McDonnell, ; Test, Mazzotti et al, ; Wehmeyer & Palmer, ). Career development theory and strength‐based assessments not only harken to the mandated goals of IEPs (postschool oriented and focused on the strengths of the student, respectively; Individuals with Disabilities Education Improvement Act, ), but also allow for increased family–school–community partnerships and input (Talapatra, Miller et al, ).…”

Section: Discussionmentioning

confidence: 99%

Transition services for students with intellectual disabilities: School psychologists’ perceptions

Talapatra

Roach

Varjas

et al. 2018

Psychology in the Schools

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For individuals with intellectual disabilities (ID), transition services increase access to postschool opportunities. School psychologists should contribute to transition services but have reportedly limited involvement in this area. This study distributed a national survey (N = 176) assessing school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Results indicated that attitudes toward and knowledge of the ID population were significant predictors of transition task performance, and knowledge was a significant predictor of transition‐related attitudes and behaviors. The results provided preliminary evidence that increasing school psychologists’ specific knowledge of transition services and encouraging positive attitudes toward the transition needs of students with ID may increase school psychologists’ performance in transition practice. Specific recommendations are provided.

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Section: Discussionmentioning

confidence: 99%

Transition services for students with intellectual disabilities: School psychologists’ perceptions

Talapatra

Roach

Varjas

et al. 2018

Psychology in the Schools

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“…Litvack, Ritchie and Shore () also support this evidence and noted that high achievers reported more often that they learnt less. However, Dessemontet and Bless () found no significant difference in the progress of the low‐, average‐, or high‐achieving pupils from classrooms with or without inclusion, suggesting that inclusion does not have a negative impact on the progress of pupils without disability.…”

Section: Inclusionmentioning

confidence: 99%

Comparing children's attitudes towards disability

Cairns¹,

McClatchey²

2013

British J Special Edu

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This study, carried out by Bernadette Cairns, principal officer for Additional Support Needs and Early Education in the Highland Council Additional Support Needs Team, and Kirstie McClatchey, a research assistant in the Highland Council Psychological Service, explores children's attitudes towards disability, making a comparison between a school with a high number of pupils with additional support and complex needs where the philosophy was one of inclusion, and a school with few children with additional support needs. An opportunity sample of children (N = 82) in Scotland was obtained, and interview data were collected from pupils regarding video clips they had viewed of children with varying disabilities. Results found that children from the more inclusive school had a greater number of prior experiences of children with disabilities, made different suggestions for helping children with disabilities and had more positive attitudes towards having a pupil with disabilities in their own class. To conclude, these findings suggest that inclusion in schools may lead to a positive effect on children's acceptance and understanding of disabilities.

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“…La educación inclusiva tiene múltiples beneficios para los alumnos con o sin discapacidades, incluyendo mayor rendimiento académico y mejores relaciones sociales (Cosier, Causton-Theoharis y Theoharis, 2013;Cushing y Kennedy, 19976;Sermier Dessemontet y Bless, 2013). Las investigaciones indican que las relaciones de confianza entre padres y profesionales y un fuerte y comprometido liderazgo escolar fortalecen las prácticas inclusivas y los resultados de las partes involucradas (Goddard, Tschannen-Moran y Hoy, 2001: Sweetland y Hoy, 2000.…”

Section: Introductionunclassified

Directores Escolares y Padres que Logran Resultados Óptimos: Lecciones Aprendidas de Seis escuelas Norteamericanas que han Implementado Prácticas Inclusivas

Francis

Gross

Blue-Banning

et al. 2016

Rev. latinoam. educ. inclusiva

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La educación inclusiva aporta numerosos beneficios a los alumnos con y sin discapacidades, incluyendo mejores logros académicos y relaciones con sus pares. Un liderazgo escolar fuerte y comprometido, además de alianzas y relaciones de confianza con las familias son dos características que el Centro SWIFT (Schoolwide Integrated Framework for Transformation Center) de la Universidad de Kansas, utiliza para ayudar a las escuelas a transformarse en establecimientos totalmente inclusivos. Este artículo describe los resultados de 11 grupos focales llevados a cabo con padres de alumnos con y sin discapacidades en seis escuelas norteamericanas, reconocidas por sus prácticas inclusivas. Los resultados de este estudio revelaron varias formas en que los directores y los padres de los alumnos de las escuelas pueden aliarse para contribuir a la vida escolar y a obtener resultados positivos para todas las partes involucradas.Descriptores: Inclusión, Liderazgo, Colaboración, Padres, Dirección escolar.Inclusive education contributes to numerous benefits for students with and without disabilities, including enhanced academic achievement and relationships with peers. Strong and engaged site leadership and trusting family partnerships are two features that the Schoolwide Integrated Framework for Transformation (SWIFT) Center based at the University of Kansas, uses to help schools transform into fully inclusive schools. This manuscript describes findings from 11 focus groups conducted with parents of students with and without disabilities from six American schools recognized for their inclusive practices. The results of this study revealed several ways in which school principals and parents of students can partner to contribute to the life of schools and positive outcomes for all stakeholders.

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The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers

Abstract: The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.

Cited by 68 publications

References 27 publications

Transition services for students with intellectual disabilities: School psychologists’ perceptions

Transition services for students with intellectual disabilities: School psychologists’ perceptions

Comparing children's attitudes towards disability

Directores Escolares y Padres que Logran Resultados Óptimos: Lecciones Aprendidas de Seis escuelas Norteamericanas que han Implementado Prácticas Inclusivas

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