The Impact of Inclusion on Language Development and Social Competerne among Preschoolers with Disabilities

By Y. Rafferty, Vincenza Piscitelli, Caroline Boettcher. 2003

135 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/c200b259378f2c915952fc5a66ebe15af1929a09

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. David F. Cihak
2. Cynthia Fahrenkrog
3. Catherine C. Smith
4. B. Smith
5. G. Lindsay
6. E. Barton
7. K. Ayres

In Education

1. David F. Cihak
2. G. Lindsay
3. Julie A. Hadwin
4. E. Prince

In Safety Research

1. B. Smith
2. G. Lindsay
3. David F. Cihak
4. E. Barton

Citations in the corpus

• The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom (2010, background): “Rafferty, Piscitelli, and Boettcher (2003) also noted positive gains in language development and social competency when students with severe disabilities were included in general education classrooms.”
• Advancing High-Quality Preschool Inclusion (2015, background): “Similarly, Rafferty, Piscitelli, and Boettcher (2003) found that children with severe disabilities in inclusive settings had higher scores on language assessments than children in segregated settings.”
• Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “An interaction effect was reported by Rafferty, Piscitelli, and Boettcher (2003) who researched a US preschool setting, where between 53% and 75% of the children in the inclusion classes had disabilities and all children in segregated classes had disabilities.”