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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
Language: English
Authors: Susanne Schnepel (ORCID 0000-0002-3581-4253), Rachel Sermier Dessemontet (ORCID 0000-0002-4295-3438), Elisabeth Moser Opitz (ORCID 0000-0002-5243-4770)
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
FullText Text:
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  Data: The Impact of Inclusive Education on the Mathematical Progress of Pupils with Intellectual Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Susanne+Schnepel%22">Susanne Schnepel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3581-4253">0000-0002-3581-4253</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Sermier+Dessemontet%22">Rachel Sermier Dessemontet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4295-3438">0000-0002-4295-3438</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elisabeth+Moser+Opitz%22">Elisabeth Moser Opitz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5243-4770">0000-0002-5243-4770</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2024 28(12):2815-2829.
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  Data: 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
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  Data: Y
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  Data: 15
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Schools%22">Special Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
– Name: DOI
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  Data: 10.1080/13603116.2022.2132425
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  Data: 1360-3116<br />1464-5173
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: EJ1438519
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      – Type: doi
        Value: 10.1080/13603116.2022.2132425
    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 15
        StartPage: 2815
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Special Schools
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      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Environmental Influences
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Switzerland
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    Titles:
      – TitleFull: The Impact of Inclusive Education on the Mathematical Progress of Pupils with Intellectual Disabilities
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            NameFull: Rachel Sermier Dessemontet
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            NameFull: Elisabeth Moser Opitz
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              Value: 28
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            – TitleFull: International Journal of Inclusive Education
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