This academic study investigates the impact of inclusion on the progress of students in Grades 2 to 5 with and without disability. Students without disability educated in inclusive settings made significantly greater progress in reading and maths, than did their peers in 'traditional' segregated settings. Although educational setting did not substantially affect the initial academic performance of students with disability, those in inclusive settings were more likely to make progress comparable to, or greater than, their peers without disability. Inclusion had the most pronounced effect on relative progress when considering students with mild intellectual disability, for whom segregated education is often prescribed. It is concluded that inclusion has educational, as well as social and moral, benefits for all students.
Back To Resources
Academic Progress of Students Across Inclusive and Traditional Settings
Cassandra M. Cole, Nancy Waldron, and Massoumeh Majd
Mental Retardation Volume 42, No 2, p 136-144. April 2004
1 January 1970
Access, Attitudes, Education, Families, Inclusion, Integration, Pre-school aged, School age