Comparison of Academic and Social Outcomes of Students with Extensive Support Needs across Placements
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| Title: | Comparison of Academic and Social Outcomes of Students with Extensive Support Needs across Placements |
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| Language: | English |
| Authors: | Mansouri, Mary Curran (ORCID |
| Source: | Research and Practice for Persons with Severe Disabilities. Jun 2022 47(2):111-129. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Academic Achievement, General Education, Special Education, Inclusion, Students with Disabilities, Special Needs Students, Severity (of Disability), Student Characteristics, Classroom Environment, Regular and Special Education Relationship, Interpersonal Competence, Social Behavior |
| DOI: | 10.1177/15407969221101792 |
| ISSN: | 1540-7969 |
| Abstract: | Extending Freeman and Alkin's review of the literature, this systematic literature review examines the social and academic outcomes of students with extensive support needs (ESN) taught in general education settings compared with those taught in segregated settings. Six comparison design studies were analyzed for contextual factors of educational environments, participants' characteristics, and outcomes related to social or academic attainment. Results indicate access to the general education classroom with same-age peers is associated with greater academic and social outcomes for students with ESN. There remains a need for improved reporting of participant support needs and demographic information (e.g., SES, nonbinary genders, and race and ethnicity), and a need for improved reporting of potential mediating factors (e.g., contextual factors and personnel) across settings. Detailed implications for future research are provided, particularly as they relate to providing high-quality instruction for students with ESN. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1342102 |
| Database: | ERIC |
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| Abstract: | Extending Freeman and Alkin's review of the literature, this systematic literature review examines the social and academic outcomes of students with extensive support needs (ESN) taught in general education settings compared with those taught in segregated settings. Six comparison design studies were analyzed for contextual factors of educational environments, participants' characteristics, and outcomes related to social or academic attainment. Results indicate access to the general education classroom with same-age peers is associated with greater academic and social outcomes for students with ESN. There remains a need for improved reporting of participant support needs and demographic information (e.g., SES, nonbinary genders, and race and ethnicity), and a need for improved reporting of potential mediating factors (e.g., contextual factors and personnel) across settings. Detailed implications for future research are provided, particularly as they relate to providing high-quality instruction for students with ESN. |
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| ISSN: | 1540-7969 |
| DOI: | 10.1177/15407969221101792 |
