The Impact of Inclusive Education on the Mathematical Progress of Pupils with Intellectual Disabilities
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| Title: | The Impact of Inclusive Education on the Mathematical Progress of Pupils with Intellectual Disabilities |
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| Language: | English |
| Authors: | Susanne Schnepel (ORCID |
| Source: | International Journal of Inclusive Education. 2024 28(12):2815-2829. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Inclusion, Students with Disabilities, Intellectual Disability, Elementary School Students, Special Schools, Educational Environment, Mathematics Achievement, Achievement Gains, Mathematics Skills, Student Characteristics, Environmental Influences, Foreign Countries |
| Geographic Terms: | Switzerland |
| DOI: | 10.1080/13603116.2022.2132425 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | This study investigated the differences between the mathematical profiles of primary school pupils with intellectual disabilities (ID) enrolled in inclusive classrooms and those enrolled in special schools. It also considered whether the instructional setting has an impact on mathematical achievement gain. The mathematical achievement of 100 pupils with ID in inclusive classrooms (group[superscript INCLUSIVE], n = 44) and special schools (group[superscript SPECIAL], n = 56) was assessed at the beginning and the end of one school year. The results show that pupils with ID have a different mathematical profile in each setting. More of the pupils with very low mathematical achievement were enrolled in special schools and they made little progress over the course of the year. More of the pupils with ID who had computational skills were in inclusive classrooms. Due to large differences in age, IQ, and prior mathematical achievement between the two groups, a sample of matched pairs with one pupil from each setting was selected (n = 44). Regression analysis showed that the inclusive setting had a small positive effect on mathematical achievement gain after nine months. The study provides evidence that inclusive education is beneficial for the mathematical achievement gain of pupils with ID. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1438519 |
| Database: | ERIC |
| Abstract: | This study investigated the differences between the mathematical profiles of primary school pupils with intellectual disabilities (ID) enrolled in inclusive classrooms and those enrolled in special schools. It also considered whether the instructional setting has an impact on mathematical achievement gain. The mathematical achievement of 100 pupils with ID in inclusive classrooms (group[superscript INCLUSIVE], n = 44) and special schools (group[superscript SPECIAL], n = 56) was assessed at the beginning and the end of one school year. The results show that pupils with ID have a different mathematical profile in each setting. More of the pupils with very low mathematical achievement were enrolled in special schools and they made little progress over the course of the year. More of the pupils with ID who had computational skills were in inclusive classrooms. Due to large differences in age, IQ, and prior mathematical achievement between the two groups, a sample of matched pairs with one pupil from each setting was selected (n = 44). Regression analysis showed that the inclusive setting had a small positive effect on mathematical achievement gain after nine months. The study provides evidence that inclusive education is beneficial for the mathematical achievement gain of pupils with ID. |
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| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2022.2132425 |
