Effects of inclusion on students with and without special educational needs reviewed

By Nienke M. Ruijs, T. Peetsma. 2009

387 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e5e6145f8ed4b1ce6bbb62037a32f82dd666bb53

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Citations in the corpus

The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs (2013, background): “Recent reviews of the inclusion efficacy literature suggest marginally better outcomes for pupils with SEN educated within mainstream education (Lindsay 2007 ; Ruijs and Peetsma 2009 ); but conclusions drawn from the assimilation of findings from studies using heterogeneous groups must be made wit”
Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis (2021, background): “Several studies have summarized the effects of inclusive education for students with any kind of SEN for their peers without SEN (e.g., Kalambouka et al., 2007; Ruijs & Peetsma, 2009; Salend & Duhaney, 1999; Szumski et al., 2017).”
Comparative Study of Bullying Victimization Among Students in General and Special Education (2015, background): “…academic achievement, inclusive education has reduced negative stereotypes and increased participation of people with disabilities in society (Ruijs & Peetsma, 2009; Salend & Garrick Duhaney, 1999); however, if students receiving special education services are not fully integrated into peer…”
Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “As a consequence, in recent decades, inclusive education of pupils with special educational needs (SEN) in mainstream schools has become a global trend (Bless, 2004; Huber 2006; Koster, Nakken, Pijl, & van Houten, 2009; Pijl, Frostad, & Flem, 2008; Ruijs & Peetsma, 2009).”
Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature (2021, background): “Ruijs and Peetsma [12] investigated the academic and socio-emotional effects of inclusion for both students with and without disabilities and only included studies that had been published since 1999.”
THE THREE BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING (UDL): ENGAGING STUDENTS IN INCLUSIVE EDUCATION (2013, background): “Globally, students with disabilities demonstrate improved academic outcomes, including literacy, numeracy, general knowledge, and higher order thinking when placed in inclusive settings as compared to peers matched for level of disability in segregated classrooms (Ruijs & Peetsma, 2009).”
Self-concept, social position and social participation of pupils with SEN in mainstream primary schools (2013, background): “More recent reviews of the literature have also concluded that children with SEN in inclusive classes have a less-favourable social position and experience more social difficulties than their average to high-achieving peers (Nowicki 2003 ; Ruijs and Peetsma 2009 ).”