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Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter?

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  • Grzegorz Szumski
  • Joanna Smogorzewska
  • Paweł Grygiel

Abstract

The main aim of the study, conducted in Poland, was to compare the academic achievement of 1552 (at Time 1) students without disabilities in three educational settings: general, without students with disabilities, inclusive (with co-teaching), with three to five students with disabilities, and inclusive (without co-teaching), with one to two students with disabilities. The study was longitudinal, with three waves eight months apart. The latent growth curve model was used for data analysis. The results have shown that changes in academic achievement (for language and for mathematics) over time were similar in all three groups; therefore, there were no differences between inclusive education (of the two types) and general education classrooms. These results mean that students neither lose nor benefit while learning in inclusive education classrooms. The findings are in line with the results of previous meta-analyses and are important for the future development of inclusive education.

Suggested Citation

  • Grzegorz Szumski & Joanna Smogorzewska & Paweł Grygiel, 2022. "Academic achievement of students without special educational needs and disabilities in inclusive education–Does the type of inclusion matter?," PLOS ONE, Public Library of Science, vol. 17(7), pages 1-19, July.
    • Handle: RePEc:plo:pone00:0270124
    DOI: 10.1371/journal.pone.0270124
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    References listed on IDEAS

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    1. Ruijs, Nienke, 2017. "The impact of special needs students on classmate performance," Economics of Education Review, Elsevier, vol. 58(C), pages 15-31.
    2. Jason Fletcher, 2010. "Spillover effects of inclusion of classmates with emotional problems on test scores in early elementary school," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 29(1), pages 69-83.
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