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Article: Inclusion and achievement in mainstream schools

TitleInclusion and achievement in mainstream schools
Authors
KeywordsAchievement
Inclusion
Mainstream Schools
Special Educational Needs
Issue Date2007
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/08856257.asp
Citation
European Journal Of Special Needs Education, 2007, v. 22 n. 2, p. 131-145 How to Cite?
AbstractThis paper considers the key findings of a DfES-funded study that explored the relationship between achievement and inclusion in mainstream schools in England. The methodology involved a statistical analysis of nationally held data on all pupils at the end of key stages 1-4, together with a series of site visits to 'inclusive' mainstream schools. These were carried out in order to explore school processes that might explain how some schools can manage to be both highly achieving and inclusive. Findings indicate that there is a small, but for all practical purposes, insubstantial relationship between inclusion and academic achievement at the school level although there is also a large degree of variation suggesting strongly there are other factors within a school's make up, rather than its degree of inclusivity, that impact on the average academic achievements of its pupils. This was confirmed from the analysis of the school site visits. The overall conclusion, therefore, is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils of including pupils with SEN in their schools.
Persistent Identifierhttp://hdl.handle.net/10722/175422
ISSN
2015 Impact Factor: 0.606
2015 SCImago Journal Rankings: 0.581
References

 

DC FieldValueLanguage
dc.contributor.authorFarrell, Pen_US
dc.contributor.authorDyson, Aen_US
dc.contributor.authorPolat, Fen_US
dc.contributor.authorHutcheson, Gen_US
dc.contributor.authorGallannaugh, Fen_US
dc.date.accessioned2012-11-26T08:58:42Z-
dc.date.available2012-11-26T08:58:42Z-
dc.date.issued2007en_US
dc.identifier.citationEuropean Journal Of Special Needs Education, 2007, v. 22 n. 2, p. 131-145en_US
dc.identifier.issn0885-6257en_US
dc.identifier.urihttp://hdl.handle.net/10722/175422-
dc.description.abstractThis paper considers the key findings of a DfES-funded study that explored the relationship between achievement and inclusion in mainstream schools in England. The methodology involved a statistical analysis of nationally held data on all pupils at the end of key stages 1-4, together with a series of site visits to 'inclusive' mainstream schools. These were carried out in order to explore school processes that might explain how some schools can manage to be both highly achieving and inclusive. Findings indicate that there is a small, but for all practical purposes, insubstantial relationship between inclusion and academic achievement at the school level although there is also a large degree of variation suggesting strongly there are other factors within a school's make up, rather than its degree of inclusivity, that impact on the average academic achievements of its pupils. This was confirmed from the analysis of the school site visits. The overall conclusion, therefore, is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils of including pupils with SEN in their schools.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/08856257.aspen_US
dc.relation.ispartofEuropean Journal of Special Needs Educationen_US
dc.subjectAchievementen_US
dc.subjectInclusionen_US
dc.subjectMainstream Schoolsen_US
dc.subjectSpecial Educational Needsen_US
dc.titleInclusion and achievement in mainstream schoolsen_US
dc.typeArticleen_US
dc.identifier.emailPolat, F: filiz.polat@hku.hken_US
dc.identifier.authorityPolat, F=rp00948en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/08856250701267808en_US
dc.identifier.scopuseid_2-s2.0-34247571932en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-34247571932&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume22en_US
dc.identifier.issue2en_US
dc.identifier.spage131en_US
dc.identifier.epage145en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridFarrell, P=36172450800en_US
dc.identifier.scopusauthoridDyson, A=22934251100en_US
dc.identifier.scopusauthoridPolat, F=7003321828en_US
dc.identifier.scopusauthoridHutcheson, G=16245190900en_US
dc.identifier.scopusauthoridGallannaugh, F=16244697100en_US

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