Academic and Social Attainments of Children with Mental Retardation in General Education and Special Education Settings

By S. Freeman, Marvin C. Alkin. 2000

283 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b57d3a2dd5936be6cf449705872c7ed5b87061ac

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. S. Pijl
2. E. V. van Houten
3. M. Koster
4. E. Carter
5. Nancy L. Waldron
6. J. McLeskey
7. H. Nakken
8. C. Hughes

In Education

1. J. McLeskey
2. Nancy L. Waldron
3. J. Kurth
4. David Hoppey
5. E. Carter
6. E. V. van Houten
7. M. Koster
8. H. Nakken

Citations in the corpus

• Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability (2016, background): “Students educated in inclusive settings have displayed similar or greater development in social competence (e.g., Freeman & Alkin, 2000), communication (Rafferty, Piscitelli, & 1University of Kansas, Lawrence, USA Corresponding Author: Jennifer A. Kurth, University of Kansas, 1122 West Campus Rd.,…”
• Inclusive Postsecondary Education--An Evidence-Based Moral Imperative. (2012, background): “…had failed or limited the future for students with ID for decades seemed a less ethical stance when inclusive education practices were showing promise (Cole, Waldron, & Majd, 2004; Freeman & Alkin, 2000; Haring & Lovett, 1990; Kalambouka, Farrell, Dyson, & Kaplan, 2007; Lipsky & Gartner, 1996).”
• Being part of the peer group: a literature study focusing on the social dimension of inclusion in education (2009, background): “…consistently shows that pupils with special needs educated in a regular classroom are less accepted than their classmates without special needs (Freeman & Alkin, 2000), generally have a social status which is lower than that of their classmates (Goodman et al., 1972; Coben & Zigmond, 1986;…”
• Parents’ attitudes to inclusion of their children with special needs (2003, background): “Concerns about socialisation were also expressed by parents in a study conducted by Freeman and Alkin (2000), who investigated parents’ attitudes to socialisation and inclusion.”
• Inclusive education and best practice for children with autism spectrum disorder: an integrated approach (2009, background): “In comparison with their peers in segregated settings, students with disabilities in inclusive settings perform better on both measures of academic achievement and social competence (Freeman and Alkin 2000 ).”
• Educational Programs for Elementary Students with Learning Disabilities: Can They be Both Effective and Inclusive? (2011, background): “Others have reached similar conclusions (Carlberg & Kavale, 1980; Freeman & Alkin, 2000; Leinhardt & Pallay, 1982; Lindsay, 2007; Madden & Slavin, 1983; Salend & Duhaney, 1999).”
• Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, unknown): “…by their peers than TD pupils (Avramidis, 2013; Cambra & Silvestre, 2003; Estell et al., 2008; Frederickson, Simmonds, Evans, & Soulsby, 2007; Freeman & Alkin, 2000; Garrote, 2016; Grütter, Meyer, & Glenz, 2015; Hestenes & Carroll, 2000; Huber & Wilbert, 2012; Koster, Pijl, Nakken, & van…”
• Getting along with classmates in regular schools: a review of the effects of integration on the development of social relationships (2002, methodology): “The database was further extended by examining the references from studies, and especially those in review articles (e.g. Freeman and Alkin 2000).”
• Differentiated Instruction: Inclusive Strategies for Standards-Based Learning That Benefit the Whole Class (2004, unknown): “…in general education classrooms (Affleck, Madge, Adams, & Lowenbraun, 1988; Banerji & Dailey, 1995; Bunch & Valeo, 1997; Cole & Meyer, 1991; Freeman & Alkin, 2000; Fryxell & Kennedy, 1995; Hunt & Goetz, 1997; Ingraham & Daugherty, 1995; Logan & Keefe, 1997; Lipsky & Gartner, 1995; Madden,…”
• Are We Moving Toward Educating Students With Disabilities in Less Restrictive Settings? (2012, background): “…indicated that students with ID can be successfully educated in GE classrooms for at least part of the school day, and many of these students benefit significantly from well-designed inclusive programs (Freeman & Alkin, 2000; Hardman & Dawson, 2008; Soukup, Wehmeyer, Bashinski, & Bovaird, 2007).”
• Taking Sides: Parent Views on Inclusion for Their Children with Severe Disabilities (2001, background): “…AT I O N S F O R P R A C T I C E The inclusion movement has expanded historically limited placement options for students with the severe disabilities there is evidence that many such students and their parents have benefited from well-supported programs (Freeman & Alkin, 2000; Hunt & Goetz, 1997).”
• Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators (2006, background): “Furthermore, research documenting the social, academic, and behavioral benefits associated with inclusion in general education classes is accumulating steadily (e.g., Carter & Hughes, 2005; Fisher & Meyer, 2002; Freeman & Alkin, 2000; Ryndak & Fisher, 2003).”